Men who are creative, inventive, finders. The second goal of the education is to form minds that are in conditions to criticize, to verify and not to accept everything that they if prope.’ ‘ (Jean Piaget) Hodiernamente the absence of motivation for the learning of the English as Foreign Language has been one of the responsible factors for educational failure. We can observe a constant insatisfao of the professors and the pupils in frequenting the schools. According to Cristvo and Gamero (2009), the professor who leciona children necessary to work motivacionais factors that can contribute for a process that involve discovered, interaction and challenge. According to Freire (1996 P.
32), ‘ ‘ it would not have creativity without the curiosity that moves in them and that it puts in them patiently impatient ahead of the world that we did not make, adding to it something that fazemos’ ‘. Therefore it is of utmost importance to provoke reflections in the more current, different pedagogical professors how much to the application of practical, such as the playful activities, as a form of contribution for an education, dynamic, pleasant and more efficient, as much for the pupil, how much for the professor. Juy (2004) salient that the educative games are excellent chances of mediation between the pleasure and the knowledge. Other important aspects, inherent they, are the stimulaton and the aiding of learning through the interaction between pupils and professors. Importance of interactions in classroom is noticed it, mainly, when the apprenticees are children. The focus of attention of the children is fast. According to Rock (2009), Brown (2001) mentions that the difference between the adult apprentice and the child falls again in the focus of attention of both.
They are conscientious of its papers as orienting and facilitador of learning. It is obligation of the schools to give supports so that our people who orientates come to be made use and apt really to teach Literature, to practise this education in classroom, in the convivncia with its pupils, despertando its understanding of world, because Literature is a humanizadora force, that is, it has the capacity to prove the identity human being, and great part of our intelligence depends on the subsidies that Literature offers in them in our formation. The made boarding, here, in the sample that has many quarrels around Ensino de Literatura, of as to insert practical the literary one, through the literary reading, in the school. The great challenge of this is to supply theoretical and metodolgicos subsidies to assist, as already it was cited, practical the pedagogical one of the professors. The crucial question is to search motivations so that the pupils come to start to analyze and to interpret literary readings. Already we know that in classroom, Literature suffers as a process from escolarizao, being argued ways of as to work Literature without becoming it excuse for the teach-learning of other questions, as for example, some grammatical slight knowledge. Also it is not of if finding odd that it is very small the contribution of the theories of literature to the practical theories and of reading, but has influenced very.