Poesia nas séries iniciais: uma proposta para a formação do leitor

Abstract

This dissertation is the result of reflections on the teaching of reading in the initial grades of elementary school and proposes to contribute to the formation of the proficient reader through systematic activities that present the poetic text (usually neglected in the classroom) as a privileged genre for the student. teaching reading comprehension. The pedagogical approach to what we call reading meetings is at the center of our concerns: through appreciative conversations, the mediating teacher used literary appreciation keys chosen to help students develop their reading strategies and better understand poetic texts. Considering the age range of students in a 4th grade class in elementary school, we selected poems by authors recognized for the literary quality of their texts and for being poetic expressions that allow for various possibilities of enjoyment, according to the repertoire of each reader; the selected poems were: “Seu lobo”, “Falta de sorte”, “Jacaré letrado”, “Zig zag” and “De muito longe”, by Sérgio Capparelli; “A porta”, “A morte do meu carneirinho” and “O porquinho”, by Vinícius de Moraes; “Balada do rei das sereias”, by Manuel Bandeira; “Cavalinho de pau”, by Henriqueta Lisboa; “Ao pé de sua criança”, by Pablo Neruda and “Pescaria”, by Cecília Meireles. We chose, for the pedagogical intervention, the organizational modality of the didactic sequence, based on the theoretical assumptions of DOLZ and SCHNEUWLY (2011), and organized in meetings held twice a week, totaling two months. The theoretical basis of this dissertation is centered especially in the studies of COLOMER (2007), BAJOUR (2012), BRITTO (2015), KLEIMAN (2016), LERNER (2002), SOLÉ (1998), COELHO (2000), AGUIAR E CECCANTINI ( 2012), PAZ (1993), MOISÉS (2003), LAJOLO (1993, 1997), among others. We concluded that, through mediation sent by the teacher, students were able to read and understand texts they were not used to, building and sharing the meanings with their peers; we believe that, by incorporating the procedures used collectively in their learning, students will progressively gain autonomy in their new individual readings.