A sensibilização para a linguagem poética na escola: uma intervenção no 6º ano do ensino fundamental
Carregando...
Arquivos
Data
2016-11-18
Autores
Balog, Isabel Cristina Campos [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
A poesia é uma das linguagens secundarizadas em sala de aula, relacionada a ela há o poema que, por vezes, é considerado difícil de se trabalhar. Assim, dada a importância da poesia, a escola deve pensar em propostas que venham possibilitar a aproximação e familiarização dos alunos com os gêneros poéticos, portanto, acredito na validade dos trabalhos que possam criar estratégias para facilitar a sua utilização. Por meio de uma pesquisa qualitativa, com características da pesquisa narrativa de Clandinin e Connelly (2011), desenvolvida na realidade em que atuo como professora de Língua Portuguesa, a presente investigação parte de ações desenvolvidas com alunos pré-adolescentes de 6º ano da Educação Básica. E teve como objetivo geral: desenvolver um trabalho voltado para a valorização dos gêneros poéticos na escola pública. De forma mais detalhada, os objetivos específicos foram: (a) definir o conceito de poesia e sua abrangência; (b) mostrar a diversidade da linguagem poética e sugerir abordagens em sala de aula; (c) sensibilizar os participantes para a linguagem poética, através da fruição estética. Para alcançar esses objetivos desenvolvi uma sequência didática, a partir dos pressupostos de Dolz e Schneuwly (2011). As atividades foram concebidas em sete etapas: uma aula de apresentação, duas aulas para a produção inicial, cinco módulos de atividades (onze aulas), uma aula de avaliação final. A construção da sequência baseou-se, também, no método recepcional, proposto por Bordini e Aguiar (2011). Este método pressupõe que o professor, ao conhecer os valores, aspirações e experiências de leitura de seus alunos, elabore estratégias que lhes proporcione a participação ativa no processo de leitura e produção de textos. Da mesma forma, incentive a sua atuação consciente no mundo, de modo que usufrua o que a literatura pode proporcionar. Por fim, o trabalho realizado, através da sequência didática, oportunizou ao grupo participante, por meio de vivências de leitura, a ampliação de repertório no que diz respeito às várias abordagens da poesia no cotidiano. Propiciou, também, o conhecimento sobre os conceitos relacionados à linguagem literária. E, além disso, permitiu experiências de fruição estética, um resgate da linguagem poética na escola, sem fins utilitários.
Poetry is one of the second plane languages in the classroom, related to it, there is the poem, which is sometimes considered difficult to work with. Thus, given the importance of poetry, the school should consider proposals that will enable the approach and familiarizing of students with the poetic genres, therefore, I trust the validity of works that can develop strategies to facilitate their use. Through a qualitative research, with the characteristics of Clandinin and Connelly (2011) narrative research, developed in the reality I work as a Portuguese teacher, in the present investigation, I started from actions developed with preteens students at the 6th year of basic education. This study aimed to: develop a work focusing on valuing poetic genres in public schools. In details, the specific objectives were to: a) define the concept of poetry and its scope; b) show the diversity of poetic language and approaches in the classroom; c) sensitize participants to the poetic language through aesthetic enjoyment and orality. To achieve these goals I built a didactic sequence from the assumptions by Dolz e Schneuwly (2011). The activities proposed by this didactic sequence were designed in seven steps: a presentation class, two lessons for initial production, five activity modules (eleven classes) and a final evaluation class. The construction was also based on the receptional method, proposed by Bordini e Aguiar (1993). This method assumes that the teacher, knowing the values, aspirations and reading experiences of their students, develop strategies to provide them active participation in reading and text production process. Also, encourage their conscious role in the world, something literature can provide. Finally, the work, done through the didactic sequence, provided an opportunity to the participating group, through reading experiences, the expansion of repertoire regarding the many poetry approaches in everyday life. It also provided knowledge about the concepts related to literary language which poetry is part. Moreover, it allowed experiences of aesthetic fruition, appreciation moments of orality in classroom, that is, a rescue of poetic language in school, without utilitarian purposes.
Poetry is one of the second plane languages in the classroom, related to it, there is the poem, which is sometimes considered difficult to work with. Thus, given the importance of poetry, the school should consider proposals that will enable the approach and familiarizing of students with the poetic genres, therefore, I trust the validity of works that can develop strategies to facilitate their use. Through a qualitative research, with the characteristics of Clandinin and Connelly (2011) narrative research, developed in the reality I work as a Portuguese teacher, in the present investigation, I started from actions developed with preteens students at the 6th year of basic education. This study aimed to: develop a work focusing on valuing poetic genres in public schools. In details, the specific objectives were to: a) define the concept of poetry and its scope; b) show the diversity of poetic language and approaches in the classroom; c) sensitize participants to the poetic language through aesthetic enjoyment and orality. To achieve these goals I built a didactic sequence from the assumptions by Dolz e Schneuwly (2011). The activities proposed by this didactic sequence were designed in seven steps: a presentation class, two lessons for initial production, five activity modules (eleven classes) and a final evaluation class. The construction was also based on the receptional method, proposed by Bordini e Aguiar (1993). This method assumes that the teacher, knowing the values, aspirations and reading experiences of their students, develop strategies to provide them active participation in reading and text production process. Also, encourage their conscious role in the world, something literature can provide. Finally, the work, done through the didactic sequence, provided an opportunity to the participating group, through reading experiences, the expansion of repertoire regarding the many poetry approaches in everyday life. It also provided knowledge about the concepts related to literary language which poetry is part. Moreover, it allowed experiences of aesthetic fruition, appreciation moments of orality in classroom, that is, a rescue of poetic language in school, without utilitarian purposes.
Descrição
Palavras-chave
Poesia, Sala de aula, Sequência didática, Poetry, Classroom, Didactic sequence