Reflexões sobre a abordagem da poesia pelo livro didático do ensino médio.

Abstract

This study aims to discuss the space and role of poetry in high school Portuguese language textbooks by analyzing a manual approved by the PNLD 2021. The objective is to assess whether the book, which follows some of the competencies outlined in the 2018 National Common Curricular Base (BNCC), presents a diversity of authors and themes and whether its approach to poetry is meaningful for the formation of readers at the high school level. The relevance of this study lies in the fact that, over the years, textbooks have exhibited several issues concerning the treatment of literature, which can influence teachers' methodologies in the classroom, further distancing students from poetry reading. Poetry has traditionally been the least valued genre in Portuguese language classes, and when addressed, it is often used merely as a pretext for studying linguistic structure and form. Thus, these reflections will help determine whether these issues persist in the textbook under analysis. To conduct this analysis, we draw on the theoretical discussions of Pinheiro (2018; 2020; 2022), Rouxel (2013), Colomer (2007), and Marinho and Pinheiro (2012).