In this paper we aim to analyze how oral reading of children's books made by the teacher can contribute to literacy learning and to mental and cultural development of six year old students. In order to do that, we analyze discursive interactions between children and teacher in a First Grade classroom. In this classroom, reading practice was build stressing how the reading meaning, the knowledge of the world and the participant's identities are collectively constructed in the discursive process and in the classroom interactions. We conclude that the work with literature in classroom should provide the construction of collective and individual senses.
Children; Story Time; Learning; Development