Leitura de poesia nos anos iniciais do ensino fundamental: propostas para o trabalho no 5º ano

Abstract

This study focuses on reading poetry with students in the early years of elementary school. It draws on the BNCC as a guiding document to understand expectations for students transitioning from the early years to the later years of elementary education regarding the formation of literary readers. The research connects literary reading to academic perspectives, examining how readers of poetry are formed during this educational stage. It is grounded in bibliographic studies such as those by Tres and Iguma (2015), who position poetry as an agent of social change and transformation; Candido (2004), reflecting on the right to literature; Carvalho and Baroukh (2025), regarding the understanding of reading behaviors; Sacramento (2024), who addresses children's engagement with literature; López (2019), who proposes poetry reading as a cornerstone of child development; and Gonçalves (2008), who highlights the problematic nature of distancing children from literature. Finally, the study presents strategies for mediating literary reading, offering ways to explore elements such as rhythm, musicality, aesthetics, and visual aspects of poems. These strategies reference poems like “Ou Isto ou Aquilo”, “Enchente”, and “Roda na Rua” from the collection Ou Isto ou Aquilo (2012) by Cecília Meireles (illustrated by Odilon Moraes), as well as the poetic work O Cabelo de Lelê (2012) by Valéria Belém, illustrated by Adriana Mendonça. The aim is to demonstrate that engaging with literary reading through such mediation strategies moves away from mechanical teaching methods and fosters student autonomy in their ongoing engagement with poetry. Thus, the study seeks to contribute to discussions in the field of Education, serving as a reference for Pedagogy students and researchers who may become interested in the mediation of literary reading, particularly poetry.