Poesia. Presente!: a leitura literária nos anos finais do ensino fundamental

Abstract

This research shows the problem of literary literacy regarding to the lack of works with portry and the genre poem as an artistic and aesthetic manifestation in the final years of elementary school. In order to make the poetry in the school space, the research proposal aimed to instigate the 6th graders students of Lauro Machado State School, Turmalina – MG, to the literary reading of poems and the poetic exercise, promoting the human formation of the peers and the socio-community bonds among the ones through acts of performance of the poetic text. The research study sought to build on the proposals and concepts of Base Nacional Comum Curricular (2016) for Elementary Education II. Therefore, its refinement was operated on the assumptions of Literacy and Literary Literacy researches, considering the theoretical postulates of Magda Soares and Rildo Cosson. Antonio Cândido contributed as a theoretical contribution by his reflections on the humaniser aspect of literature. On the particularity of literature and literary and poetic reading, it was worked on the reflections of Michèlle Petit, Marisa Lajolo, Octavio Paz and Vicent Jouve. Others theories were also used to reinforce the study considering Paul Válery, Alfredo Bosi, Ítalo Moriconi, Roland Barthes, Jorge Glusber and Décio Pignatari. The theoretical reflections of Paul Zumthor support the research as for the aspects of performance. Given the empirical character of this work, the research-action was used to diagnose the problem, exposing the qualitative analyses. The methodological course of action was taken with the practice of poetic reading based on reflections on the Aesthetic of Reception by Hans Robert Jauss. The activities, in the action plan, were designed to make students enjoy poetic reading in a dynamic and systemic path, and applied in workshops. The results showed that the written plan used could be an important ally for literary literacy, whereas it enabled students to acquire and enjoy the benefits of the poetic experience. Thus, this work hopes to collaborate in the improvement of the pedagogical practice with literary and poetic reading in the school space, disseminating the formative and humaniser role of the literary experience.