O texto poético na sala de aula: uma proposta de leitura com alunos do 9º ano do ensino fundamental

Abstract

The poetic text surely has not had the place it deserves in portuguese language teaching since it makes little present in the classroom and when it occurs, it is explored generally unavailable way, being restricted to linguistic analysis and little explored in their semantics and esthetics elements. The poetic art performs in human societies an essential function, its universal character and its peculiar language make it a striking presence. The affective aspect emanating from the poetic text deserves attention, because poetry is feeling of expression, emanation of the soul and voice of the heart. In this way, the affectivity that permeates should also punctuate the work with which it is done. This paper examines how the poetic text has been working in the school context and verify the relevance of this the critical formation, humanistic and reading of elementary school students. It demonstrates, even, the poetry teaching contribution for literary literacy of students, proposing methodological strategies to work the reading poetry in the classroom, by means of practices that provide interaction between the reader and the text. It also enables to the students a critical reading of the poetic text. So that to understand its context and structural forms, providing the reflection of this genre and living experiences through workshops that favoring its use as a seductive element of the reader formation. The methodology adopted counted on the bibliographic search, qualitative descriptive type. For this, we carried out a research project with the reading of the poetic text in the classroom at a school in the state school system, in Teresina-Piauí, with students aged between 13 and 18 years. The work consisted of poetry reading classes organized in didactic sequences. They were used as data collection instruments, interviews and questionnaires. The theoretical foundation adopted understands bibliography referring to studies by Paz (2012), Borges (2000), Gebara (2012), Bosi (2000 e 2010), Candido (1996), Cosson (2014), Kleiman (2013), Solé (1998), and some researches that approach on the theme of reading and poetic text.