Read and choose books for children and young people: a teaching task?

Abstract

This text wants to bring to the center of the debate the teachers' choices about books to be readen by children and teenagers, identifying opportunities of monitoring and assessment of the production. The article highlights the concurrence of various levels of mediation involved in the production and consumption of reading books specially designed to the new generations. From this perspective, we focuses as the dominant community of writers and critics − which assumes the authority of the assessment of speech production − is opposed to some form of consumption of books. Teachers, representatives of the school culture, are often seen by these communities as actors who appreciate what is "literary" with difficulties – a position that this text discusses.