Programming learning is challenging, and due to multiple factors many students end up dropping out of introductory courses. Creative approaches have shown positive results when applied to the teaching of programming. In this context, Brazilian concrete poetry, which is based on form, encourages the exploration of typography, and was a precursor of electronic poetry, represents an underexplored field for programming education. Accordingly, this article presents promising partial results from a project aimed at identifying possibilities for integrating concrete poetry into the teaching of programming. The project consists of an exploratory qualitative study and seeks to develop a repository of transcoded works, as well as to develop and evaluate the instructional materials produced.