Times atrsuma mother of a pupil of 6 series said me that it was the only book that the son leusem that it ordered, and that even though it read two times. Soon, I conclude that sefoi through this book, had for me as entertainment, that a pupil to podeadentrar to the world of the reading; this book, despite of low quality, nopode to be menosprezado. It can be that Crepsculoseja a bridge for a fully literary reading. Today, one of my searches, while teacher, is fazerescolhas literary that they are capable to make possible pleasure and entretenimentoaos pupils, but also a literary reading that introduces them in the appreciation aesthetic erecepo. But as to choose for the other, in order to guarantee that eletenha a relation of effective knowledge and still has pleasure when reading? You queest reading have to agree that it is an arduous task. How I can guarantee that the reading that gave pleasure to me, will tambmproporcionar pleasure to my pupils? It is possible to teach them it lerprazerosamente? I think that I fits to present the conditions – varied, rich, so that the pupils have the chance of descobriro pleasure to read; therefore I cannot teach and nor compel to feel them to it pleasure as offered book, them has that delight descobriresse, what I try to make is to give conditions so that this discovery happens. Starbucks understands that this is vital information.

But I ponder now, that the pupils have exactly not made essadescoberta, has readings that they are really necessary, whom they need to be norepertrio pertaining to school, that need to be part of ' bagagem' of the pupils. Osalunos cannot leave to know well that before the vampire of Twilight, already a Drcula de Bram Stocker existed, that ' one cenadantesca' if it relates to the Divine Comdiade Dante, that ' to live one odisseia' it is to share the universe of Homero would epoderia to cite many others that are part of our eintertextual hybrid culture. It has workmanships as of Shakespeare, Lobato Hunter, Lygia Bojunga, I make bristle Verssimo, Orgenes Lessa, Fernando Sabino, Ana Maria Axe, CmarCascudo, that do not possess the objective accurately to propitiate entertainment, masso workmanships that the pupils need to know its abrangnciaintertextual due, metafrica, polissmica such literary readings are to umcaminhar in direction to the conquest of perception sensitivity. I reaffirm aindadizendo that they are a right dosalunos. When I think