THE APPROACH OF THE POEM IN THE DIDATIC BOOKS PORTUGUÊS: LINGUAGENS AND TECENDO LINGUAGENS
Abstract
In this article, the objective was to investigate the approach to poetry in two Portuguese language textbooks and how it contributes to the reader’s literary experience. The following problem was addressed: In what way does the approach to poetry in textbooks contribute to the reader’s literary experience? The theoretical framework adopted for this study included the research of Soares (2011) in the field of literature teaching, the postulations of Cosson (2014) regarding literary literacy, and the research of Rangel (2003) and Alves (2020) concerning the study of textbooks. The results of this work identified a significant presence of poems, but with the absence of specific guidance regarding the characteristics of literary production, particularly in relation to poetry. This indicates a depersonalized approach to literary texts, with emphasis mainly on the exploration of grammatical aspects.
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