We evidence that grandesproblemticas, as the improper escolarizao of literature, if it finds emevidncia in the lessons of some professors, then, these privilege in espaoque literature has inside of the Portuguese lessons, only historical, cultural and most of the time grammatical aspects. We evidence then, that aliteratura when it arrives in classroom loses, or is removed of it, funode to touch the individual for sensitivity, therefore it has an emphasis in the contextohistrico, in the literary periodizao, the authors rules, the established classics queso as ' ' bom' ' of literature. That is, the pupil does not make use daliberdade to read what he likes having that to initiate its script of readings pelasobras of reference, that most of the time, do not correspond to conhecimentolingstico cognitivo development of the pupil. Literature not chegaao pupil through the concepts displayed for the professor, the pupil if identificacom literature by means of its proper experiences. Therefore as art, to temcarter sufficiently subjective, a renewed face each look.

Therefore, noconvm to the educator, to demand of the pupil the reading of some workmanship; the suggestion, oentusiasmo of the reading professor when indicating a reading and counting part of enredopara to awake the curiosity of the pupil is one of the propitious ways so that alunose appropriates of its autonomy, as subject and as reading. We consider that ocompromisso of the educator in taking the pupils of Average Ensino to like deliteratura, that is something new, therefore is one it disciplines not contemplated in the EnsinoFundamental, is an arduous task, that it ahead demands of the professor of its formation, knowledge of the literary theory, demands that it studies, searches and that tambmleia, since the necessary pupil of this next reference. We diagnosis, that some educadoresque teach literature in the 2 secondary school of Acara, work without objectives they especficosem relation to the learning.