A poesia está morta, mas juro que não fui eu: a obra de José Paulo Paes e a formação do leitor de poesia
Data
2018-02-19
Autores
Guimarães, Vinicius Gustavo Pinheiro
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa investigou a aplicabilidade e as contribuições de uma proposta de intervenção em sala de aula, a partir de oito poemas do livro “A poesia está morta, mas juro que não fui eu” do poeta José Paulo Paes, como recurso para se trabalhar o texto poético, com vistas à promoção do letramento literário. Através de uma metodologia centrada na pesquisa-ação, foram realizadas descrições e análises de intervenções em uma sala de aula composta por alunos do 9˚ ano da rede municipal de Bauru/SP. As contribuições de Octavio Paz sobre o conceito de poesia e poema, bem como a proposta de proposta de intervenção didática de Rildo Cosson (2012), entre outros, formam o referencial teórico da pesquisa. Como instrumento de coleta de dados, utilizamos a observação do envolvimento dos participantes nas discussões realizadas, a análise do material escrito pelos estudantes e a aplicação de um questionário sobre a pertinência das atividades trabalhadas. Os dados analisados apontam para a importância do professor de Língua Portuguesa como mediador na interação entre texto e leitor, pois motiva a leitura e a produção textual; e que as dificuldades encontradas não impedem que haja a fruição dos poemas. Também se constatou que a proposta de intervenção didática pode ser uma metodologia importante para o aperfeiçoamento do letramento literário, pois possibilitou que os alunos conhecessem textos que dialogam com o cotidiano, estabelecessem relações intertextuais e realizassem inferências, tornando-os interlocutores ativos no processo de leitura. Esperamos que os resultados colaborem para que os educadores possam aprimorar sua prática pedagógica no que tange ao trabalho com o poema e que os discentes tenham a oportunidade de entrar em contato com a fruição da poesia através de textos significativos.
The present research investigated the applicability and contributions of a proposal of intervention in the classroom, from eight poems of the book "Poetry is dead, but I swear I was not me" by the poet José Paulo Paes, as a resource to work the poetic text a view to promoting literary literacy. Through a methodology focused on action research, descriptions and analysis of interventions were carried out in a classroom composed of 9th grade students from the Bauru / SP municipal network. The contributions of Octavio Paz on the concept of poetry and poem, as well as the proposal of a didactic sequence of Rildo Cosson (2012), among others, form the theoretical reference of the research. As an instrument of data collection, we used the observation of the participants' involvement in the discussions, the analysis of the written material by the students and the application of a questionnaire about the relevance of the activities worked. The analyzed data point to the importance of the Portuguese Language teacher as mediator in the interaction between text and reader, as it motivates reading and textual production; and that the difficulties encountered do not prevent the enjoyment of the poems. It was also found that the didactic sequence can be an important methodology for the improvement of literary literacy, because it enabled the students to know texts that dialogue with daily life, to establish intertextual relations and to make inferences, making them active interlocutors in the reading process. We hope that the results will help educators to improve their pedagogical practice when it comes to working with the poem and that students have the opportunity to get in touch with the enjoyment of poetry through meaningful texts
The present research investigated the applicability and contributions of a proposal of intervention in the classroom, from eight poems of the book "Poetry is dead, but I swear I was not me" by the poet José Paulo Paes, as a resource to work the poetic text a view to promoting literary literacy. Through a methodology focused on action research, descriptions and analysis of interventions were carried out in a classroom composed of 9th grade students from the Bauru / SP municipal network. The contributions of Octavio Paz on the concept of poetry and poem, as well as the proposal of a didactic sequence of Rildo Cosson (2012), among others, form the theoretical reference of the research. As an instrument of data collection, we used the observation of the participants' involvement in the discussions, the analysis of the written material by the students and the application of a questionnaire about the relevance of the activities worked. The analyzed data point to the importance of the Portuguese Language teacher as mediator in the interaction between text and reader, as it motivates reading and textual production; and that the difficulties encountered do not prevent the enjoyment of the poems. It was also found that the didactic sequence can be an important methodology for the improvement of literary literacy, because it enabled the students to know texts that dialogue with daily life, to establish intertextual relations and to make inferences, making them active interlocutors in the reading process. We hope that the results will help educators to improve their pedagogical practice when it comes to working with the poem and that students have the opportunity to get in touch with the enjoyment of poetry through meaningful texts
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Palavras-chave
Poesia, Letramento, Língua Portuguesa (Ensino Fundamental), Leitura