Flavors and aromas of the literature

Cecilia Meireles is one of those people who do not abdicate the pedagogical nature of poetry. Not a poem pre-conceived, given as a pretext for the teaching of grammar rules, scientific or moral. But the poetry that speaks to the spirit, the voice that speaks to the desire aspires to hear. A poetry that exceeds the limits (and walls) of the school and make flourish the beauty of words, language. The poetry that educates, charming and stirring the senses, which teaches, fertilizing and coaxing the wills.

A kind of poetry that she would cultivate and publish the essay or this or that - true classic of Brazilian children's literature. Well, it is not because it is intended for children's poetry (spoken) must report child without beauty, originality, strength. The child, like any other player, deserves respect and has the right to read texts of real aesthetic value.

If poetry for a long time, was associated with teaching (or rather, to school), it was not for lack of pure poetic or just the lack of educational and informational texts.

Schools, educators, teachers have always been used (sometimes a misuse) of poems in the classroom. The manner and time that went into the living poetic texts is that students demonstrate a certain lack and inability to deal with the poetic, this is reflected directly in the conduct of classes. The chief example of this is the textbook: the poems are often (still) read additional introductory chapter, illustration or parallel activity, as if they were not part of the social discourses that involve students. However, poems may be an excellent educational resource, to develop in students the joy of language, the handling with the playfulness and rhythmic language, participation in dynamic and expressive language resources.

And Cecilia Meireles knew it very well. She began teaching at age 16, tutoring children and feeling, at the time, the difficulties of relations with the student's reading (especially poetry). This concern of essays and articles is manifest in the book Problems of children's literature - a work of great insight and critical analysis. In it, she highlights the characteristics of true work of art, illustrating with many books, the inevid?ncia a literature merely "childish", saying that would be part of it all the books that children read with pleasure, and also some personal experiences of author and reader of literature.

It is known, however, that the literature since the beginning of the democratization of Brazilian schools was called to try to fill a historical gap: the lack of reading habits. However, in the early twentieth century, there were few texts that offered accessible to children. This has motivated many changes and many commonplace in children's literature called. In an attempt to overcome this anxiety, many educators now, themselves, to produce literary texts (?), Educational, informational, moral and civic. Obviously, the quality was also less than the amount.

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