Although the great importance that literature exerts in the life of the child, either in the emotional development or the capacity to express its ideas better, in general, in accordance with Axe (2001), they does not like to read and they make it for obligation. But after all, why this happens? Perhaps either for the lack of example of the parents or the professors. What if it perceives is that literature, as well as all the creative and questionadora culture, is not being explored as it must in the schools and this occurs to a large extent, for the little information of the professors. academic formation, unhappyly of the emphasis to the reading and this is not a contradictory situation, therefore according to commentary of Axe (2001, p.45) ‘ ‘ a swimming instructor does not contract itself that does not know to swim, however, the Brazilian classrooms are repletas of people who although not to read, they try ensinar’ ‘. In this direction, the more early the child will have contact with books and to perceive the pleasure that the reading produces, greater will be the probability of it of becoming a reading adult. In the same way through the reading the child acquires a critical-reflexiva position, extremely excellent to its cognitiva formation. When the child hears or reads a history and is capable to comment, to inquire, to doubt or to argue on it, carries through a verbal interaction, that in this in case that, she comes to the meeting of the slight knowledge of language of Bakhtin (1992).

For it, the confrontamento of ideas, thoughts in relation to the texts, always has a collective, social character. The knowledge is acquired in the interlocution, which evolves by means of the confrontation, of the opposition. Thus, the language as Bakthin (1992) are constituent, that is, the citizen construct its thought, from the thought of the other, therefore, a dialgica language.