A PRESENÇA DA POESIA INFANTIL NO LIVRO DIDÁTICO DO 5 ANO DO ENSINO FUNDAMENTAL

Abstract

The formation of the habit of reading, from childhood, provides numerous benefits for child development. Through reading, it is possible to form critical citizens able to fully exercise citizenship. Poetry, with all its structures and elements, allows entrances to what is different, to the magical world and at the same time real. It is a genre that triggers emotions, stirs the student's imagination and makes them realize reality in its many dimensions, making everything more pleasant and pleasurable. This bibliographical research aims to understand how poetry is presented and what didactic means are proposed by the textbook for its treatment with children. For this, we will use as theoretical support, mainly, the works of Abramovich (1993), Cademartori (1987), Claret (2013), Ferrarezi Júnior (2017), Martins (2012), Soares (2014) and Rangel (2009). The work is divided into four chapters, with the concept, teaching and reading facilitation being presented in the first. The second chapter discusses the official guidelines for the formation of readers. The third discusses the teacher's role in the formation of readers. Finalizing the research, the fourth chapter will present the analysis of a textbook, as well as some suggestions for the better use of this material and for the development of activities with poetic texts in Kindergarten and in the Early Years of Elementary School.