The objective of this research was to investigate the practices of literary literacy in elementary
education in a public school in Araguaína, which allows different reading and production of
poetic text. Methodologically we applied questionnaires and conducted interviews with teachers
and students of the state school Vila Nova, as well as workshops focused on the methodological
strategies of teaching poetry, as a form of contribution to the process of continuing training of
teachers. The methodology used was qualitative action research. As for the analysis of the data
generated, it was given by the sociocritic bias and hermeneutic interpretation. As a theoretical
basis on the training of the literary reader from the perspective of literary literacy, we used as
main authors: (i) Cosson (2014a, 2014b); (ii) Soares (2012), (iii) Freire (2003), (iv) Colomer
(2007), (v) Kleiman (2002 and 2008), (vi) Compagnon (2012), (vii) Candido (2017) among
others. As for the theoretical aspects of poetry, we triggered the following authors: (i) Sorrenti
(2009); (ii) Gebara (2012), (iii) Goldstein (1998 and 2001), (iv) Siqueira (2012) and (v)
Micheletti (2006), (vi) Aristotle (1981), Paz (2012) and (vii), (viii) Pinheiro (2018) and Franco;
Testa (2017). In an attempt to verify and analyze how poetry is inserted in the school curriculum,
we use the following official documents: National curricular parameters, third and fourth cycle,
of Portuguese language (1998), BNCC (2018), Curricular referential of State of Tocantins (2009)
and Tocantins Curricular document (2018). Moreover, from the data analysis we bring reflections
on the didactic-methodological perceptions about literary literacy, assumed by the Portuguese
teachers of the school researched, the perceptions of students of 9th year about poetry, and still
we undertake the analysis of the “Poets at School”, developed in the school-field of research, and
also of several poetry of students published in different editions of the book namesake to the
project in question. The results obtained show that in the state teaching network of the State of
Tocantins, the school has a pilot project of literary literacy through reading and writing of poetry
by students, considering the edition and the publication of nine (09) editions of the book “Poets at
School”, over the course of approximately eighteen (18) years. On the other hand, based on the
didactic-methodological perceptions of teachers, we perceive the need for the accomplishment of
continuing training of teachers, through theoretical studies and the realization of pedagogical
workshops, mainly in the sense of giving opportunity for teachers, a diversity of methodologies
and of activities related to reading and writing poetry, to ensure better results in the process of
literary literacy of students.
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