Matéria de poesia: por uma formação leitora na sala de aula

• Ano de defesa: 2019
• Autor(a) principal: Silva, Danúbia Jorge da
• Orientador(a): Silva, Celia Sebastiana
• Banca de defesa: Silva, Célia Sebastiana, Bonafim, Alexandre, Faria, Vivianne Fleury de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Ensino na Educação Básica (CEPAE)
• Departamento: Centro de Ensino e Pesquisa Aplicada à Educação - CEPAE (RG)
• País: Brasil
• Palavras-chave em Português: Ensino; Leitura literária; Poesia
• Palavras-chave em Inglês: Teaching; Literary reading; Poetry
• Área do conhecimento CNPq: EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/10137

Poetry reading and its incipient presence in elementary school has been a concern of teachers and researchers. Thus, the aim of this dissertation is to discuss the formative role of literature and defend some of its functions, such as access to the collective imagination (Colomer, 2003; 2007; 2017), the creativity and the development of higher psychological functions (Vigotski, 2009), the enlargement and transformation of life experience (Coelho, 2000), besides acting as a means of socialization (Todorov, 2010). A discussion was established about the poetic text and its importance in the formation of subjectivity based on studies by Paz (1982), and Huizinga (1971). In the practical part of this study, we chose a qualitative research with intervention proposal. This methodology seeks the production of pedagogical knowledge and the reduction of the distance between theory and classroom. Poetry reading practices were developed in a 3rd grade class of the first phase of elementary school from the Receptional Method, systematized by Aguiar and Bordini (1993), to provide a significant meeting between child and poetry. The results of this research indicate the need to establish a method for literary reading practices thus moving away from the utilitarian teaching, and propose to the students motivating activities, able to constituting critical and autonomous readers. The research originated the educational product entitled “Exercícios de ser leitor: leitura de Manoel de Barros na sala de aula ”, an ebook published by Editora Espaço Acadêmico and which will be made available on the website of the Graduate Program in Teaching in Basic Education. (https://pos.cepae.ufg.br)