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Poetry should permeate the classroom and poems should be brought in by teachers and worked on in a meaningful way in the classroom and not just treated as texts simply for silent reading. In this way, students would undoubtedly take ownership of their characteristics and literary literacy would be promoted. Far from providing conclusive answers about the place of poetry in the classroom, or the possible ways of approaching it as decisively capable of awakening students to literature, this research reflects and reiterates the need for poetry in human life in general, as it is essential for building the intellectual criticality of students who are in the process of training and transitioning to secondary school. The ideas contained here are reflections, not finished, but with possibilities, among many existing ones, to think more carefully about the use of poetry in the classroom in a systematic way and the contribution that the use of poems brings to the promotion of literary reading in primary school in young people who are in the process of transition to secondary school.