| Summary: | The National Textbook Program establishes that the textbook must present contents for the teaching of poetry. In this sense, this article analyzes how the textbook Português linguagens, 6º ano, by Cereja and Magalhães (2015), presents proposals for activities aimed at teaching poetry in school. The reflection on this theme is anchored in the following problem: This textbook adopted by a state’s public school in the city of Araguaína-TO, in fact presents suggestions for activities through texts that effect literary literacy? Are the poetic texts contained in this book exclusively used for the study of grammatical norms, even with an emphasis on contextual grammar? The theoretical basis used in this analysis was based in the presuppositions of literary teaching reflected by Antunes (2003), Jouve (2012), Kleiman (2012), Lajolo (2001) and Trevisan (1993). Besides these, it followed the assumptions established by the PNLD (BRAZIL, 2016). Under the criterion of the qualitative methodology, the textbook analyzed was perceived as an indispensable material for the formation of the student, besides being an instrument of orientation and planning of the teacher. In the analysis of this manual, we have verified that the teaching of poetry still occurs in a traditional way, considering in greater amplitude the formal aspects that those of the experiences with the poetic text.
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