This article discusses aspects of a formative action carried out with the Study Group of the Tutorial Education Program of the Pedagogy Course of (GEPET) of the Federal University of Santa Catarina (UFSC). This process is part of a post-doctoral study that investigated and refl ected on the artistic-cultural development of children’s educators. Our refl ection is grounded in corporeal, ludic, theatrical, fruition, and artistic creation activities undertaken by students from the narrative Plic, Plic: um barulho da Chuva, by Liliana Lacocca, which is based on studies of theatrical language, children’s literature, and interphases between art and teacher education. As the results of this investigative process, we attempt to point out and discuss implications that playing and staging – children’s literary narratives as a case in point – can bring about in the process of teacher education for children, particularly regarding the way in which educators develop their aesthetic dimension, in a dialogue with their means of understanding, constructing, and experiencing educational practices in the context of children’s education.