Poesia em sala de aula: caminhos para o trabalho com poemas no Ensino Fundamental
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Data
2020-03-05
Autores
Maia, Gabriel Castilho
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Universidade Estadual Paulista (Unesp)
Resumo
Este trabalho propõe-se a investigar como se realiza a leitura literária no 9° ano do Ensino Fundamental (EF) na rede pública do Estado de São Paulo. De modo mais específico, a pesquisa se concentrou em identificar a ocorrência e os objetivos das propostas de leitura de poemas presentes no material didático de língua portuguesa produzido pelo Estado e distribuído a todos os alunos das escolas públicas de São Paulo. A princípio, foi analisado o material mais acessível aos alunos da rede: os Cadernos do Aluno – Volumes 1 e 2, utilizados até o final do ano letivo de 2018 e produzidos sob as diretrizes do Currículo do Estado de São Paulo, vigente entre 2008 e 2019. No entanto, ao longo da realização das análises, um novo currículo foi homologado: o Currículo Paulista (2019). Dessa forma, não se pôde deixar de analisar também o novo material produzido e disponibilizado em 2019, os Cadernos do Aluno – SP Faz Escola, do 9º ano do EF, 3º e 4º bimestres (2019). A fim de compreender melhor a abordagem da leitura literária, sobretudo de poemas, também foram analisados, da perspectiva das teorias do currículo (TADEU, 2011), os encaminhamentos dos dois últimos documentos curriculares do Estado de São Paulo: o Currículo do Estado de São Paulo (2008-2019) e o Currículo Paulista (2019). Diante da precária (ou inexistente) presença de propostas de leitura literária que contemplam a poesia no material didático analisado, também se realizou um levantamento de atividades que envolvem poemas no livro didático Português: linguagens (9º ano EF) (CEREJA; MAGALHÃES, 2015), coleção utilizada em grande parte das escolas públicas do país. Por meio da análise documental (LÜDKE E ANDRÉ, 1986), a pesquisa procurou examinar as atividades de leitura de poemas nos referidos materiais didáticos e identificar seus objetivos. Foi possível observar que o trabalho com a leitura de poemas (quando existe) limita-se ao estudo de aspectos formais ou à leitura superficial dos textos, não estimulando seu potencial de humanização e de transformação (CANDIDO, 2011). Ao final, foram elaboradas propostas para o trabalho com leitura literária de poemas, tendo como horizonte teórico perspectivas apresentadas pela leitura subjetiva (ROUXEL, 2013; LANGLADE, 2013).
This research investigated literary reading of poems in the 9th grade of Elementary Education in the public school on São Paulo State. The work focused on identifying the occurrence and objectives of the proposed reading of poems in the didactic material of Portuguese language produced by the State and distributed to all students of public schools in São Paulo. Didactic materials referring to two curricular documents were analyzed: Currículo do Estado de São Paulo, which was in force between 2008 and 2019, and Currículo Paulista, sanctioned in 2019. There was a weak occurrence of proposals for reading poems in all these materials. Therefore, the curriculum documents were also checked to observe the guidelines regarding the literary reading of poems. This analysis was made from the perspective of curriculum theories (TADEU, 2011). In view of the precarious (or non-existent) presence of proposals for literary reading of poetry in the didactic material analyzed, a survey of activities involving poems was also carried out in the Portuguese textbook Português: linguagens (9th grade of Elementary Education) (CEREJA; MAGALHÃES, 2015), collection used in most public schools in the country. Through documentary analysis (LÜDKE AND ANDRÉ, 1986), the research sought to examine the activities of reading poems in the mentioned teaching materials and to identify their objectives. It was possible to observe that the work with the reading of poems (when it exists) is limited to the study of formal aspects or to the superficial reading of texts, not stimulating their potential for humanization and transformation (CANDIDO, 2011). At the end, proposals were developed for the work with literary reading of poems, having as theoretical perspective the subjective reading (ROUXEL, 2013; LANGLADE, 2013).
This research investigated literary reading of poems in the 9th grade of Elementary Education in the public school on São Paulo State. The work focused on identifying the occurrence and objectives of the proposed reading of poems in the didactic material of Portuguese language produced by the State and distributed to all students of public schools in São Paulo. Didactic materials referring to two curricular documents were analyzed: Currículo do Estado de São Paulo, which was in force between 2008 and 2019, and Currículo Paulista, sanctioned in 2019. There was a weak occurrence of proposals for reading poems in all these materials. Therefore, the curriculum documents were also checked to observe the guidelines regarding the literary reading of poems. This analysis was made from the perspective of curriculum theories (TADEU, 2011). In view of the precarious (or non-existent) presence of proposals for literary reading of poetry in the didactic material analyzed, a survey of activities involving poems was also carried out in the Portuguese textbook Português: linguagens (9th grade of Elementary Education) (CEREJA; MAGALHÃES, 2015), collection used in most public schools in the country. Through documentary analysis (LÜDKE AND ANDRÉ, 1986), the research sought to examine the activities of reading poems in the mentioned teaching materials and to identify their objectives. It was possible to observe that the work with the reading of poems (when it exists) is limited to the study of formal aspects or to the superficial reading of texts, not stimulating their potential for humanization and transformation (CANDIDO, 2011). At the end, proposals were developed for the work with literary reading of poems, having as theoretical perspective the subjective reading (ROUXEL, 2013; LANGLADE, 2013).
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Palavras-chave
Leitura literária, Poesia, Leitura subjetiva, Língua Portuguesa (Ensino Fundamental), Literary reading, Poetry, Subjective reading, Portuguese Language (Elementary School)