Leitura de poesia: uma proposta de interação texto/leitor no 9º ano do ensino fundamental

Abstract

The following work has like theme “Poetry Reading: an interaction proposal text/reader in 9th grade in Basic Education” with following guide questions: Do students read poetry every day? Which idea do they have about that gender? How does happen the perception of the poetry text into the classroom? How does the student can interact with poetry to have identification, understand, and finally, like reading? Which difficulties do students have about reading and interaction text/reader? It is defended the guess that the student must be motivated to become himself reader of literary books; the reception process of poetic texts into the classroom happens without the correct interaction between the text and student; the difficulties to comprehend the poetic text are in the absence of exploration of the capacities of literary text; the reading of poetry add to base the Reception Aesthetics to promote the student‟s sensibility and comprehension about reading. Then, the objective of investigation in this research is proposed ways to work reading of poetic text into the classroom based on principles of the Reception Aesthetic and the Reception Method. To attainment the study was used as substantiation, assumptions of Solé (1998); Gebara (2012) Moisés (2012); Colomer (2007); Cosson (2014); Candido (2011) Iser (1979; 1996; 1999); Jauss (1983; 1979, 1994); Sorrenti (2009); Paz (2012); Zilberman (2009); Bordini and Aguiar (1993) and other. Therefore, diagnostic activities compound this work done with 01 questioner, 15 poetries chosen by students though activities in the school book and information about the direct observation done during while this activities are been done. The research methodology follows descriptive and qualitative standard and bibliography and documentary research. The results found from the data analyze show some necessities about pedagogical propose, it aim propose some reading strategies about poetry based on reception aesthetics and in the reception method, which values the reader importance in this active perspective about reading.