INTRODUCTION the form as education is developed learning of Literature comes sufficiently being questioned for some theoreticians whom they search to understand this subject. It is important to think about this question, therefore many times we perceive in relation to the education of Literature that this is atrelado to a well closed form, that is, its main concepts are transmitted to the pupils ready only to be decorated and repeated by them. This fact influence in the learning and the understanding of what it would be Literature really for the life of the pupil. It is as if it was an unknown horizon that belonged only to the poets, writers who if had become rules in Literature. In this context that the participation of the professor of Literature could be differentiated approaching the subject involving the pupil and this to feel itself as subject main of its proper learning. The problem of the education of Literature generally occurs when we conceive the concept or proper literary text as static that not accepted changes, therefore what really we perceive is that the field of Literature is, over all, moving and unstable and an analysis of a literary text can move of reader for reader, of time for time.
Author Mrcia Abreu (2006) very works well the question when explaining that she must yourself be made reflections thinking to them what we can consider literature, that is, when I can consider a literary text. This question for the author is a question that has led to many errors in the hour if to evaluate a literary text and a not literary one. The cited author accents the fact of the literature concept not to be something objective and universal, but cultural and historical, to think literature is necessary to reflect on the literary terms (Mrcia Abreu, 2006) In relation to the reading of literary texts we can bring for the text the author Barbosa, for it literature never is only literature; what we read as literature is always more – it is History, Psychology, Sociology.