The study "Literary perception in preschool and primary education" approaches, using the tool of contemporary reading theories, on the one hand the conditions, terms and ways of perceiving literary texts by the young reader, especially within the framework of educational practice, and on the other hand the role of the teacher in this process.
The terms, conditions and ways of literary perception are examined both through examples of approaching literary texts in the kindergarten space, as well as through an analysis of the criteria for selecting literary texts in the "My Language" books of primary education and their proposed teaching in the "Teacher's Book".
Literature, when it does not function as an excuse for grammatical-functionalism or teaching, becomes a tool and carrier of multiple communication, apprenticeship in the "grammar of imagination" and a space for re-reading, diagnosis, and knowledge.