This study examines the development of fantasy children's literature in Brazil, emphasizing its role in the cultural, emotional, and cognitive formation of children, as well as its potential as a pedagogical tool in education. The theoretical framework draws upon contributions from authors in the field of children's literature such as Mortatti (2000), Niehues and Costa (2012), and Zilberman (2003), as well as from writers and theorists of speculative fiction and fantasy literature like Todorov (2008), Matangrano and Tavares (2019). Additionally, foundational to this study are Áries' works on the evolution of childhood concepts, Piaget's and Vygotsky's theories on cognitive development, and Flávio García's contributions to discussions on the role of imagination and the uncanny in child formation. As partial results, it is evidenced that the fantastic mode, featuring magical creatures and imaginary worlds, effectively engages young readers and facilitates the internalization of moral lessons. Analyses underscore recurring themes such as courage, friendship, and overcoming challenges, while interviews indicate that these elements promote creativity and empathy. The study also emphasizes the unique contribution of Brazilian authors to children's literature, reinforcing cultural and regional identity through the fantastic. Thus, children's literature emerges as a powerful tool for these aims, given that literary texts play a part in constructing individual memory and imagination.