Abstract
In a society with deep technological and cultural transformations that change not only the relationship between the arts, but also the relationships that individuals have with the symbolic world, which is the place of the reader? How to educate a reader today? What is the reason to keep teaching literature? Starting from theoretical assumptions of comparative education, the theory of polysystem and the literary literacy, we will seek to find paths to answer these questions by analyzing two paradigmatic patterns of children's literature. The analysis will cover the school and the book and, within them, the learning process of writing and of reader's education with the purpose of offering, from the children's literary system location, a horizon of reflection on the teaching of literature and the reader's education in our post-literate society.
Keywords:
children's literature; reader's education; teaching literature