To be interested itself for the reading something is not easy nowadays, therefore the attractive ones are many, such as the computers, the television, the videogames, that attract each time more the children and make with that they distanciem themselves of the library. It fits to the school to make this meeting between the book and the children, as well as creating attractive ways, that can take them it the meeting of books, becoming the reading, attractive, and amused. The necessary book to be an acess environment for rewrite and releitura it world, however is not resulted of a natural process, is necessary beyond the educational interference and culture, the permanent contact with the material written, varied and of quality, since early, fruit of a conscientious action of its social importance, as it affirms Abramovich: Hearing histories if it can feel emotions important, as the sadness, the anger, the irritation, the fear, the joy, the terror, the unreliability, the tranquillity and as much other things more, therefore, beyond hearing, is to feel and to enxergar with the eyes of the imaginary one! (Abramovich, apud Marcelino, P. 36, 1989.). When considering playful activities that can stimulate the participation of the children, we are inviting to learn them it playing e, in such a way, also stimulating the imagination and the concentration. is through the infantile literature that the child goes identifying itself with the personage and through history she can feel emotions important, as the anger the sadness, the fear, the joy, the unreliability the tranquillity and thus history also assists the child to clarify and to deal with its you distress, as the death, the loss, the preconception. When we count histories for the children are chores or invented we place and them as personages of history are working intensely with its imagination. The dramatizao of histories makes with that the children live deeply papers, what it is very important to become related with the others.