Poesia na pré-escola: uma análise dos livros literários do PNLD 2022

Abstract

This Dissertation, developed within the Professional Graduate Program in Education (PPGPE) at the Federal University of Fronteira Sul (UFFS), Erechim Campus, is situated within discussions on poetry in Early Childhood Education and focuses on the investigation of books in this genre intended for preschool children and selected by the 2022 National Program for Textbooks and Teaching Materials (PNLD). The study was guided by the following research question: How can the poetry books selected by the 2022 PNLD for preschool children be characterized in terms of textual, graphic, and thematic quality? To answer this question, the general objective was to characterize, in terms of textual, graphic, and thematic quality, the poetry books selected by the 2022 PNLD for preschool children. The study adopted a qualitative approach and, in its methodological framework, combined Bibliographic Research, State of Knowledge, and Documentary Research, using Bardin’s (1977) Content Analysis as support for the organization and interpretation of the data. The corpus consisted of nine books intended for preschool children, examined through the categories of textual quality, thematic quality, and graphic quality, grounded in the criteria of literary quality discussed by Paiva (2016). The notion of quality adopted in this study was not intended to establish absolute judgments about the works, but rather to understand how these dimensions are manifested in each of them, considering the theoretical framework and the analytical criteria adopted in the investigation. The findings concerning textual quality revealed different modes of literary elaboration, including rhythm, sound patterns, poetic imagery, humor, and language play, although some works, at certain moments, approach informative purposes. Regarding graphic quality, different forms of articulation between words and images were identified, with illustrations that sometimes accompany the meanings constructed by the verbal text and, at other times, expand them and open up further interpretive possibilities. As for thematic quality, themes related to play, imagination, coexistence, identity, diversity, and different cultures and ways of life were observed, although they were developed with varying degrees of aesthetic and literary openness. The findings indicate that the books investigated are characterized by different ways in which the textual, graphic, and thematic dimensions are manifested and articulated, showing that their selection by the PNLD does not imply homogeneity in terms of their literary and aesthetic potential. The results therefore reinforce the relevance of careful selection and sensitive mediation practices that ensure children’s encounter with poetry in its artistic dimension. As an outcome of the investigation, an Educational Product was developed, consisting of a Teacher Training Handbook intended to support the selection of poetry books in Early Childhood Education.