“Projeto poetas na escola”: uma investigação acerca das práticas de leitura e de escrita de poesias

Abstract

The objective of this research was to investigate the practices of literary literacy in elementary education in a public school in Araguaína, which allows different reading and production of poetic text. Methodologically we applied questionnaires and conducted interviews with teachers and students of the state school Vila Nova, as well as workshops focused on the methodological strategies of teaching poetry, as a form of contribution to the process of continuing training of teachers. The methodology used was qualitative action research. As for the analysis of the data generated, it was given by the sociocritic bias and hermeneutic interpretation. As a theoretical basis on the training of the literary reader from the perspective of literary literacy, we used as main authors: (i) Cosson (2014a, 2014b); (ii) Soares (2012), (iii) Freire (2003), (iv) Colomer (2007), (v) Kleiman (2002 and 2008), (vi) Compagnon (2012), (vii) Candido (2017) among others. As for the theoretical aspects of poetry, we triggered the following authors: (i) Sorrenti (2009); (ii) Gebara (2012), (iii) Goldstein (1998 and 2001), (iv) Siqueira (2012) and (v) Micheletti (2006), (vi) Aristotle (1981), Paz (2012) and (vii), (viii) Pinheiro (2018) and Franco; Testa (2017). In an attempt to verify and analyze how poetry is inserted in the school curriculum, we use the following official documents: National curricular parameters, third and fourth cycle, of Portuguese language (1998), BNCC (2018), Curricular referential of State of Tocantins (2009) and Tocantins Curricular document (2018). Moreover, from the data analysis we bring reflections on the didactic-methodological perceptions about literary literacy, assumed by the Portuguese teachers of the school researched, the perceptions of students of 9th year about poetry, and still we undertake the analysis of the “Poets at School”, developed in the school-field of research, and also of several poetry of students published in different editions of the book namesake to the project in question. The results obtained show that in the state teaching network of the State of Tocantins, the school has a pilot project of literary literacy through reading and writing of poetry by students, considering the edition and the publication of nine (09) editions of the book “Poets at School”, over the course of approximately eighteen (18) years. On the other hand, based on the didactic-methodological perceptions of teachers, we perceive the need for the accomplishment of continuing training of teachers, through theoretical studies and the realization of pedagogical workshops, mainly in the sense of giving opportunity for teachers, a diversity of methodologies and of activities related to reading and writing poetry, to ensure better results in the process of literary literacy of students.