This research aims to understand how mathematical explorations can be developed from Children's Literature with children who experience Early Childhood Education. The study presented is in line with the qualitative principles of doing research in the educational field and for that, books, magazines and academic research will be visited, with the verification of authors that constitute a theoretical and methodological basis, aiming at the theme of interest , against the principles of a bibliographic review. In addition to the mentioned perspective, itineraries will be traced for the constitution of field research, mainly, in function of the school, teachers and children being the important subjects for the understanding of the object. In order to build data for research, some instruments are valid, such as: observation and field diary. With the selected instruments and the field research carried out, through the literature, it is possible to establish pedagogical paths so that mathematical explorations are set in this universe, in addition to contributing to the constitution of mathematical language, enabling different situations and experiences that should belong to the world of experience and who will build their own learning. Thus, the perspective is supported that mathematical explorations can be developed from Children's Literature through activities that promote logical-mathematical reasoning for children aged 4 to 5 years.
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