A leitura de ou isto ou aquilo de Cecília Meireles nos anos iniciais do ensino fundamental

Abstract

Reading poetry in the Early Years of Elementary School, especially during the Literacy Cycle, is essential for the formation of readers, due to the playfulness, musicality and symbolic games that the genre presents, providing meaningful experiences of enjoyment. Through poetry, children’s imagination, sensitivity, emotional awareness, and perception of the surrounding world are awakened and fostered. Thus, the aim of this research is to present the reading of poetry as a significant aesthetic experience in the Early Years of Elementary Education, while proposing possibilities for mediated reading of Cecília Meireles’s Ou Isto ou Aquilo as an opportunity to engage with various dimensions of the expected developmental process at this stage of schooling; in addition to providing access to one of the most important works of Brazilian Children’s Literature. This research adopts a bibliographical approach, theoretically grounded in the works of Candido (2012), Cademartori (1987), Soares (2011), Faria (2004), Arroyo (2011), and Zilberman & Lajolo (2007). Through this study, it becomes evident that reading poetry in the Early Years of Elementary Education offers significant aesthetic experiences that contribute to the formation of sensitive and critical readers. Therefore, the role of the mediator is fundamental in promoting the reading of poetry in a comprehensive and meaningful way, enabling children to develop a pleasurable relationship with Literature.