LITERATURA E LEITURA NA ESCOLA: HISTÓRIAS NÃO CONTADAS

The article discusses the relevance of representing children with disabilities and atypical children in children's literature, with the aim of promoting the visibility of these subjects through the deconstruction of attitudinal barriers that sustain prejudice, discrimination, and ableism in school education, particularly in Early Childhood Education and the early years of Elementary School. To this end, it presents specific features of children's literature (Colomer, 2017), reflects on inclusion in the school context (Gardou, 2018; Mauch, 2022; Oliveira, 2023), and argues for the contribution of literary education to anti-ableist action, considering the educational function of literature (Candido, 2002). It concludes that literary reading with children in school, while preserving aspects related to language work and aesthetic education, rather than adopting perspectives that instrumentalize literature for the transmission of values and the teaching of disciplinary content, can be effectively realized within anti-ableist education.