Literary poetry as a right in the classroom:

some discussions

Abstract

This article shares some reflections on poetry, literature, and working with both in the school space. The theoretical retrieval of authors such as Candido (2011), Cosson (2021), Lajolo (2018), Paz (1982), Pinheiro (2018) and Silva (1986) aims at defending the importance of working with poetry in the classroom. To support the general objective, we seek to rescue definitions of the words “poem” and “poetry”, by highlighting a need for theoretical separation with regard to the use of these words/concepts; connect the concepts “poetry” and “poem”, in order to discuss the validity of the pedagogical work of the former by means of the latter; and defend literary poetry as “rightful” learning in the school space. As for the results, it is understood that there is theoretical support both to classify poems and poetry as disparate concepts and to bring them together pedagogically. It is also understood that it is possible to reflect on the importance of poetry, as a potentially transformative event, for the classroom.