A poesia de Cecília Meireles e a formação do leitor literário no período de alfabetização

Abstract

This study investigates the poetry of Cecília Meireles in the process of children’s literacy. It analyzes her contribution to the formation of the literary reader and its impact on the pedagogical practices of her time. Specifically, it aims to analyze poetic, playful, and imagistic resources, to reflect on orality as a literacy tool, and to explore children's critical and creative capacities through the poetic construction of the selected poems. In this sense, the research problematizes how Cecilian poetry operates the child’s cognitive and sensitive learning toward literary reading. To this end, the following hypotheses were established: the construction of the poems promotes children’s literacy while also aesthetically educating the child; the selected poems stimulate the child’s imagination, reshaping the world of letters; the dynamic interplay within the body of the poem develops affective competencies and writing skills in children; and the poems operate both the infinity of possibilities and the act of taking a position, turning such poetic operations into educational methods. Methodologically, this is a qualitative study grounded in the critical reading of poems by Cecília Meireles, in dialogue with literary and educational theorists and critics such as Valéry (1999, 2022), Vygotsky (1991, 2001, 2012), Freire (1987), Cosson (2006), Candido (2011), Colomer (2003), Iser (1976), Zilberman (1989, 2003), Fernandes (2008), Campanholi (2023), Maia‑Vasconcelos (2018), and Lôbo (2001). The findings show that the poetry of Cecília Meireles, beyond its aesthetic function, plays a fundamental role in education by fostering both children’s cognitive development and their artistic sensitivity. Her work remains relevant in the current literary and pedagogical landscape, demonstrating that poetry is an effective path for the formation of critical and sensitive readers