“…It takes time for children to master, in writing, the other language functions (JAKOBSON, 1960), namely: emotive, which is focused on the sender and aims at arousing some type of emotion; conative, aimed at the receiver and expressed through imperatives and vocatives; phatic, centred on contact, prolongs or interrupts communication in order to verify whether the channel is working; metalinguistic, centred on the code; and aesthetic/poetic, which focuses on the message and is present in the exploration of figures of speech, as well as word and sound combinations. In reading texts written by children, one rarely finds, for instance, figures of speech or rhetorical strategies (RIOLFI; MAGALHÃES, 2008).…”