La Traducción de la Poesía para Niños: Implicaciones Didáctica, Éticas y Estéticas

The poetic word accompanies childhood from the very beginning, through lullabies, nursery rhymes and word games, naturally woven into children's lives. This symbiotic relationship gradually weakens, despite the formative and pedagogical value that poetry is recognized as a form of knowledge and creative exploration of the language. In fact, thanks to words that light up and sparkle in the verses, children learn to look at the world in a different way, refining their sensitivity to interpret and express reality in an original and creative way, something increasingly urgent and necessary in our hyper-technological and super-mechanized civilization. Yet, in the current publishing market, children's poetry is marginalized, despite some valuable examples of courageous publishers betting on it. Translation, especially thanks to the collaboration between academics and publishing houses, can help to remove children’s poetry from such exile, as we will try to highlight in this study, also reflecting on the didactic, ethical and aesthetic implications that result from translating (and “paratranslating”) childhood verses in the Spanish-Italian language pair.