Verbal interaction, literary literacy and textbook

discursive analysis of the reading of poems in the classroom

Abstract

Several circumstances of fostering readers in Brazil hinder the closeness between readers and literary works, reducing the development of literary literacy in the wake of Cosson's proposals (2019). Academic researches point out that the practice of school reading relies on the proposal presented by the didactic material and highlight that the poetic text disperses in the school mainly in the Portuguese textbook, which crystallizes a model of approaching the poem. The present article analyzes how the genre poem is dealt with in a specific Portuguese textbook, namely, the elementary education 6th year's issue of the Geração Alpha Português collection (COSTA; MARCHETTI, 2017a). This research is of documental character with a qualitative focus, based on theoretical contributions of text and discourse studies, literacy and literary literacy, to explore how the quizzes of the selected textbook address the reading and understanding of the poem text gender. Among the main conclusions about the analyzed textbook, this study demonstrates a lack of interpretative work exploring specific aspects of the poem gender, as evidenced by quizzes focused mainly on superficial reading operations and structural and metalinguistic approaches to the poetic text.