This article seeks to discuss the challenging possibility, placed to the childhood school, of perceiving the bond of the poems reading with its strength as a poetic experience that can be conquered in live voice by a body that feels. At the moment in which, at the Brazilian educational scenario, the organization of the elementary schools curriculum has been discussed, the text defends, based onthe theoretical framework of Gaston Bachelard's creative imagination; on the poetic pedagogy in Georges Jean; on Paul Zumthor's vocal performance and on Walter Benjamin's experience, the approach to literature not as a knowledge area or a subject matter, but as language that emerges from corporeality.
childhood; poetic experience; childhood education; poetry; literature