The need for literary education in children's and juvenile literature in initial teacher training teachers

Reports on reading habits indicate that, from the second of the ESO, there is a drop in reading. The reason is that from the educational system a literary education has not been achieved that encourages them, from pleasure, to continue reading. A part of this same student will be the one that will later become a student of the Master-a degree. the need for a DLIJ that attends to the evidence provided by the investigation is very important to know the state of the matter and to be able to move forward, that is, we must attend to the results of the investigations that in the last fourteen years indicate us, in the context of the Spanish university, which when they enter the University are not expert readers. Equally important is to implement a children's and juvenile literature that includes those theories and practices that produce transformation in the student body, favoring literary education in their training as teachers. The children's and juvenile literatura subject can become the literary identity transformation lever of the student body, built, as Duszynski (2016) points out from his own reading and reading history.