POETRY AT SCHOOL:

AN ANALYSIS OF POETRY READING IN TEACHING MATERIALS AT PUBLIC SCHOOLS IN THE STATE OF SÃO PAULO (2018-2019)

Abstract

This article presents an investigation into proposals for reading poems in didactic materials of public Elementary Schools in      the State of São Paulo. What we found in the materials produced by the S     ecretary of Education           of São Paulo during the research period (2018-2019) was practically the absence of proposals for literary reading of poems. We then move on to the analysis of the textbook Português: Linguagens (Cereja; Magalhães, 2015). Despite the opportunities for reading poems, we observed a restricted approach to formal aspects of the texts, preventing further contact  between student/reader and poetry. Therefore, we propose a discussion about the presence/absence of poetry in Portuguese language classes. This article is the result of master's research carried out between       2018 and 2019. In this way, it presents itself as the memory of a period of the transition between two curricula in public schools in the State of São Paulo and      of how       reading poems was proposed in teaching materials during this period.