Reflexões e vivências brincantes com o poema “de cabeça para baixo”, de Roseana Murray.

Abstract

Although, poetry is part of the human being's experience from an early age, whether in the form of music, whether in games with sounds, the poetic text is still little presented to children. In a teaching context it’s, most of the time, with other objectives that do not favor their encounter with the aesthetic experience, but as a pretext to explore some content. In this article, our aim is to defend the child's approach to poetic language and to highlight the importance of poetry in Early Childhood Education. For that, we will approach the poetry of Roseana Murray, through the analysis of one of her poems “De cabeça para baixo” and we will point out some possibilities of playful experiences to be developed with the children. To support our reflections, we rely on studies by Bordini (1991; 2003), Souza (2004; 2018) Aguiar and Ceccantini (2012), Paes (1996), Pinheiro (2002), among other authors that emphasize the relevance of this literary genre for the reading and human formation of the child.