VIRIATO CORRÊA AND HER WORK “CAZUZA”: A CRITICAL LOOK AT THE NORM AND PLAY – WHEN SCHOOL EDUCATION SILENCES IMAGINATION

Abstract

This analysis aims to reflect on the rigidity of traditional education, still present in many schools, especially in public education settings with large classes, focusing on obedience and memorization, restricting spontaneity, creativity, and the protagonism of children. On the other hand, it seeks to reflect on education as a living process, shaping citizens who are creative, critical, and active participants in their own learning. To this end, the theoretical framework draws on authors who discuss children’s literature, education, and developmental psychology. Nelly Novaes Coelho and Regina Zilberman contribute to understanding the role of Brazilian children’s literature and its historical evolution. Paulo Freire offers pedagogical foundations that value curiosity and learning through experience, contrasting with the rigid teaching model portrayed in the chapter to be discussed. Jean Piaget and Lev Vygotsky, on the other hand, provide psychological foundations for understanding Cazuza’s mischief as part of the natural process of cognitive and social development.