HOW TO GO WITHOUT POETRY?

Abstract

The article reflects on the fruition of the poetic gender by illiterate children through the shared moments with them in the Nursery Schools’ daily. This living, linked to the Poesia e infância14 research project, demonstrated the relevance in giving children an intense contact with poetry, singular text that enables them to express, in their own language, the way they interact with the other and the world. By means of weekly meetings with children from 4 to 6 years-old of two schools in the Rio Pardo/RS Valley Region, we could perceive an extreme opening of the childhood to the word and sonorous games. In the continuity of the research, we could study the textual characteristics that were more valued by children in the listening of poetic texts. One hypothesis was that the regular hearing of poems would enhance the repercussion and resonance, aspects pointed out by Gaston Bachelard as intrinsic to the poetic musing, experience given by the reading/hearing of the poetry and that allows the reader to find “a my non-I that permits living my confidence of being in the world” (BACHELARD, 1988, p. 13) 15. Anchored in the obtained results, this text defends the rhyme and predominant discourse in poem as essential factors to the little ones to experiment the poetic resonance. Key words: poetry, childhood, poem vocalization, Nursery School