TEACHING POETRY AND TEACHING PRACTICE: THE RECEPTION OF THE POETIC TEXT THROUGH THE VISUALIZATION STRATEGY

Authors

Keywords:

Poetry, Poem, Reader, Visualization, Classroom

Abstract

Research (Souza, 2000; Pinheiro, 2003) shows that the teaching of poetry expands students’ repertoires and contributes to their sensitive education. In this context, this article discusses the contributions of experiencing poetic texts in the classroom, articulated with the teaching of the visualization strategy, understood as one of the reading strategies (Girotto & Souza, 2010) that enables readers to create mental images, reinterpret the poem, and experience its expressive nuances. In addition to this perspective, we analyse the conceptions of Middle School teachers regarding the use of this strategy, highlighting methodological proposals and possible pathways. In light of the reflections of Staiger (1975), Bosi (1977), Paz (2012) and Girotto & Souza (2010), we understand that poetry, due to its imagetic power, transcends the referential function of language, inviting the reader to aesthetic enjoyment and to co-authoring the construction of meaning when mediated through visualization.

Author Biographies

  • Renata Junqueira de Souza, Sao Paulo State University, Brazil

    Renata Junqueira de Souza is a professor at São Paulo State University (UNESP), Presidente Prudente campus. She holds a PhD in Languages and Literature from UNESP and a Livre-Docente qualification from the same institution. She was a visiting professor at the University of Minho and conducted postdoctoral research at the University of British Columbia, The Ohio State University, and the University of Évora. She founded and coordinated CELLIJ – the “Maria Betty Coelho Silva” Centre for Studies in Reading and Children’s and Young Adult Literature. Her research focuses on reading, children’s literature, reading strategies, poetry and teaching, teacher education, and literary reading.

  • Cyntia Graziella Guizelim Simões Girotto, Sao Paulo State University, Brazil

    Cyntia Graziella Guizelim Simões Girotto holds the title of Livre-Docente in Reading and Writing from São Paulo State University (UNESP), as well as a PhD and a Master’s degree in Education. She is a professor at UNESP, Marília campus, where she teaches in the Pedagogy programme and is a faculty member of the Graduate Programme in Education. She coordinates the research line of the PROLEAO group – “Reading and Writing Processes: Appropriation and Objectification” – and is a member of research groups focusing on teacher education, reading, literature, and assessment. She is also a researcher at CELLIJ – Centre for Studies in Reading and Children’s and Young Adult Literature. Her research focuses on the processes of reading and writing appropriation, particularly the role of children’s literature in developing children as readers and text producers, as well as literary education in childhood and child development. She has participated in research projects funded by FAPESP, CNPq, and CAPES.

  • Marivaldo Omena Batista, Sao Paulo State University, Brazil

    Marivaldo Omena Batista holds a PhD in Literature, Theory and Criticism from the Federal University of Paraíba (UFPB, 2023) and a postdoctoral fellowship in Education from São Paulo State University (UNESP, 2025). He is currently pursuing a PhD in Education at UNESP and is deputy leader of the PROLELI research group, focusing on teacher education, reading, literature, and literary text assessment. He has also worked as a trainer and state coordinator in the Reading and Writing in Early Childhood Education Programme (LEEI).

  • Yngrid Karolline Mendonça Costa, Marília Municipal Government, São Paulo, Brazil

    Yngrid Karolline Mendonça Costa holds a Bachelor’s degree in Pedagogy from São Paulo State University “Júlio de Mesquita Filho” (UNESP), Marília campus (2014), where she conducted a research project funded by FAPESP. She completed her Master’s degree at the same university in 2018, with a scholarship funded by CNPq, and is currently pursuing a PhD in the Graduate Programme at UNESP, Marília campus. She is a municipal elementary school teacher in the first cycle of primary education in the city of Marília. Her research interests include children’s literature, reading, reading strategies, technology, and reader development.

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Published

31-07-2026

Issue

No. 9 (2026)

Section

Articles

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Copyright (c) 2026 Renata Junqueira de Souza, Cyntia Graziella Guizelim Simões Girotto, Marivaldo Omena Batista, Yngrid Karolline Mendonça Costa

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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

How to Cite

TEACHING POETRY AND TEACHING PRACTICE: THE RECEPTION OF THE POETIC TEXT THROUGH THE VISUALIZATION STRATEGY. (2026). Child Studies, 9, 81-104. https://revistas.uminho.pt/index.php/childstudies/article/view/7178

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