This article's proposal originates from the search for a pedagogical path which could not only foster the effective inclusion of folklore in schools but also the consequent plurality of knowledge stemming from the process of signification of the past in the present. We thus propose a poetics of the language that emphasizes the relation between folklore and literature in the culture of childhood. The theoretical support for the proposal is based on the reflections of the sociologist and educator Florestan Fernandes who dealt with folklore as his first research topic in his learning and teaching trajectory in the Faculty of Philosophy in São Paulo.
Folklore; Literature; Culture of childhood