Matéria de poesia: por uma formação leitora na sala de aula
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2019-09-30
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Universidade Federal de Goiás
Resumo
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)
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SILVA, D. J. Matéria de poesia: por uma formação leitora na sala de aula. 2019. 119 f. Dissertação (Mestrado em Ensino na Educação Básica) - Universidade Federal de Goiás, Goiânia, 2019.