Pelo direito às experiências estéticas na escola: o lugar da poesia na formação humanizadora de crianças
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2023-11-22
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Universidade Estadual Paulista (Unesp)
Resumo
É indubitável a relevância da poesia na formação do ser humano e, em especial, da criança leitora. A literatura é um direito inalienável, mas raramente a poesia frequenta a escola da infância ou quando está presente é apenas em ocasiões especiais ou no livro didático. Por vezes, possui caráter utilitário, didático e autoritário com fins de estudos da estrutura do poema ou como pretexto para a abordagem de alguma temática. Diante dessa arena, ao pensar no grande palco da leitura como ato de liberdade e de troca social na contramão da uniformidade do ser é que foi considerado o problema desta pesquisa. Portanto, a pesquisa corporificada nesta tese de doutorado teve como seres da pesquisa as crianças (com 9 e 10 anos de idade) de duas turmas de 4.º ano do Ensino Fundamental - Anos Iniciais de uma escola municipal de Marília-SP, e, ainda, as duas professoras dessas turmas que atuaram como cocriadoras. A minha tese é a defesa da presença constante da poesia como direito na escola da infância pelas experiências estéticas tendo como objeto de estudo o trabalho com poemas na escola, a fim de compreender o lugar da poesia na formação de crianças. Assim, os estudos foram respaldados pelos encontros dialogados e pelas trocas verbais no Grupo de Pesquisa Processos de Leitura e Escrita: Apropriação e Objetivação (PROLEAO) e Centro de Estudos e Pesquisas em Leitura, Literatura e Infância (CEPLLI), ambos integrantes da linha de pesquisa Teoria e Práticas Pedagógicas do Programa de Pós-Graduação em Educação (PPGE) da Faculdade de Filosofia e Ciências (FFC) da Universidade Estadual Paulista (UNESP), campus de Marília. A hipótese é abordar a relevância da experiência estética com a Literatura, em especial da poesia como como constituidora do humano e do que é sensível como o sentimento cada leitor. O objetivo é compreender de que forma a poesia chega a esse pequeno leitor literário, via filosofia da linguagem, como superdestinatário na dialogia da vida. Para alcançar esse objetivo, a metodologia abarcou a abordagem qualitativa, a não mensurada, aquela ciência outra que pauta na heterociência, uma linha teórica voltada para os estudos da Filosofia da Linguagem com as contribuições dos filósofos russos Volóchinov, Bakhtin, Medviédev, que atuaram no início do século XX, e outros estudiosos contemporâneos como Arena, Miotello, Ponzio, Geraldi, Girotto, Mello, entre outros, que apresentam discussões relacionadas ao signo como arena de luta, alteridade, dialogismo, o eu singular, o Outro, estética do cotidiano, responsividade, refração, amorosidade, etc. E, também, de autores com reflexões sobre a leitura e a Literatura como Arena, Maria Teresa Andruetto, Antonio Candido, Jakubinskij, Bajard, Jolibert, Chartier e vários outros. Para o cotejo da temática e o efetivo estudo, as ações metodológicas perpassaram pela Revisão de Literatura, Pesquisa de campo em uma escola municipal de Marília-SP, Encontros Dialogados com as professoras da Escola-arena e a leitura performática de poesias, o que possibilitou a questão da ambivalência durante o cotejo de enunciados orais produzidos pelas crianças e professoras e signos visuais pelos livros lidos. Essas ações puderam ampliar a compreensão sobre o lugar da poesia na escola. Os dados foram organizados de forma a refletir sobre os seguintes núcleos temáticos: Luzes pedagógicas ao professor; Capacidade da criança de “viver poeticamente o conhecimento e o mundo”, A leitura de poesia como “primeira visão direta das coisas”; A promoção de uma formação contínua de aprendizado, preservando na criança e no seu professor “o fundo mágico, lúdico, intuitivo e criativo; Relação de troca e amorosidade entre pesquisados e pesquisador; Diálogo sobre as atividades experimentadas pelas leituras e performances. Ao que tudo indica, o resultado pautado nos estudos da experiência literária e estética apresenta condição essencial para dar lugar à poesia na formação leitora das crianças. As possibilidades de contribuição da poesia para a vivência da experiência estética, levando em consideração o movimento de aula, além de levar as professoras cocriadoras ao ato responsável e responsivo como impulso à humanização das crianças.
There is no doubt the relevance of poetry in the formation of human beings and, in particular, of reading children. While literature is a fundamental right, poetry is often neglected in childhood education and only presented on special occasions or in textbooks with a didactic and authoritarian approach. Our research aimed to address this issue by exploring how reading poetry can be a liberating and social act that challenges the uniformity of society. We conducted a study with two groups of 9 and 10-year-old students from a public school in Marília-SP, along with their two teachers who served as co-creators. Our ultimate goal is to make poetry a regular part of childhood education. My thesis advocates for the constant presence of poetry in childhood education, providing children with the opportunity to appreciate the beauty of language and understand how poetry can enhance their reading skills. I am grateful for the invaluable support from esteemed groups PROLEAO and CEPLLI, both affiliated with the Theory and pedagogical practices. Our findings underscore the importance of incorporating poetry into childhood education to foster well-rounded individuals. Pedagogical Practices and are dedicated to the study and promotion of literacy, literature, and childhood education. Their expertise and guidance proved to be instrumental in my endeavors. Research line of the Postgraduate Education Program (PPGE) at the Faculty of Philosophy and Sciences (FFC) at the State University of São Paulo (UNESP) in Marília. My hypothesis is that literature, especially poetry, is key to developing our humanity and sensitivity as readers. I'm trying to figure out how poetry reaches these little literary readers and how it helps shape their lives. To get there, I'm taking a qualitative approach that's not all about the numbers, but more about understanding the impact of language on our lives heteroscience, a fascinating theory rooted in the Philosophy of Language, boasts a roster of notable thinkers from the early 1900s, such as Volochinov, Bakhtin, and Medviédev, alongside contemporary scholars like Arena, Miotello, and Ponzio. Central themes include the contentious nature of signs, the concept of otherness, the importance of dialogue, the value of individuality, the aesthetics of everyday life, the significance of responsiveness, and the power of love. Additionally, a diverse group of authors offer insights on reading and literature, including Andruetto, Candido, Jakubinskij, Bajard, Jolibert, and Chartier. To fully explore these concepts, researchers conducted a thorough Literature Review, conducted fieldwork at a school in Marília-SP, engaging in conversations with educators, and even showcased their findings through captivating poetry performances. They looked at how the kids and teachers talked and the visual signs in books to explore the idea of ambiguity. It's pretty fascinating stuff he topics covered in our organization's reflection are carefully curated to promote a pedagogical approach that emphasizes the importance of poetic learning for both the teacher and the child. We explore the child's capacity to experience the world through poetry, the role of poetry as the first direct encounter with the world, and the promotion of continuous learning that preserves the magical, intuitive, and creative essence of both the child and the teacher. Our approach fosters a loving and collaborative relationship between the researcher and the researched, and encourages dialogue about the experimental activities and performances that arise from our readings. Our studies demonstrate that the literary and aesthetic experience is essential in cultivating a love for poetry and developing the child's reading skills. We believe that poetry has the potential to enrich the aesthetic experience in the classroom and inspire co-creative teachers to humanize the learning experience for children. Our work is grounded in the philosophy of language and education, and we are committed to promoting the formation of young readers through the power of poetry.
There is no doubt the relevance of poetry in the formation of human beings and, in particular, of reading children. While literature is a fundamental right, poetry is often neglected in childhood education and only presented on special occasions or in textbooks with a didactic and authoritarian approach. Our research aimed to address this issue by exploring how reading poetry can be a liberating and social act that challenges the uniformity of society. We conducted a study with two groups of 9 and 10-year-old students from a public school in Marília-SP, along with their two teachers who served as co-creators. Our ultimate goal is to make poetry a regular part of childhood education. My thesis advocates for the constant presence of poetry in childhood education, providing children with the opportunity to appreciate the beauty of language and understand how poetry can enhance their reading skills. I am grateful for the invaluable support from esteemed groups PROLEAO and CEPLLI, both affiliated with the Theory and pedagogical practices. Our findings underscore the importance of incorporating poetry into childhood education to foster well-rounded individuals. Pedagogical Practices and are dedicated to the study and promotion of literacy, literature, and childhood education. Their expertise and guidance proved to be instrumental in my endeavors. Research line of the Postgraduate Education Program (PPGE) at the Faculty of Philosophy and Sciences (FFC) at the State University of São Paulo (UNESP) in Marília. My hypothesis is that literature, especially poetry, is key to developing our humanity and sensitivity as readers. I'm trying to figure out how poetry reaches these little literary readers and how it helps shape their lives. To get there, I'm taking a qualitative approach that's not all about the numbers, but more about understanding the impact of language on our lives heteroscience, a fascinating theory rooted in the Philosophy of Language, boasts a roster of notable thinkers from the early 1900s, such as Volochinov, Bakhtin, and Medviédev, alongside contemporary scholars like Arena, Miotello, and Ponzio. Central themes include the contentious nature of signs, the concept of otherness, the importance of dialogue, the value of individuality, the aesthetics of everyday life, the significance of responsiveness, and the power of love. Additionally, a diverse group of authors offer insights on reading and literature, including Andruetto, Candido, Jakubinskij, Bajard, Jolibert, and Chartier. To fully explore these concepts, researchers conducted a thorough Literature Review, conducted fieldwork at a school in Marília-SP, engaging in conversations with educators, and even showcased their findings through captivating poetry performances. They looked at how the kids and teachers talked and the visual signs in books to explore the idea of ambiguity. It's pretty fascinating stuff he topics covered in our organization's reflection are carefully curated to promote a pedagogical approach that emphasizes the importance of poetic learning for both the teacher and the child. We explore the child's capacity to experience the world through poetry, the role of poetry as the first direct encounter with the world, and the promotion of continuous learning that preserves the magical, intuitive, and creative essence of both the child and the teacher. Our approach fosters a loving and collaborative relationship between the researcher and the researched, and encourages dialogue about the experimental activities and performances that arise from our readings. Our studies demonstrate that the literary and aesthetic experience is essential in cultivating a love for poetry and developing the child's reading skills. We believe that poetry has the potential to enrich the aesthetic experience in the classroom and inspire co-creative teachers to humanize the learning experience for children. Our work is grounded in the philosophy of language and education, and we are committed to promoting the formation of young readers through the power of poetry.
Descrição
Palavras-chave
Educação, Formação da criança leitora, Experiência estética, Poesia, Filosofia da linguagem, Education, Formation of the reading child, Aesthetic experience, Poetry, Philosophy of language
Como citar
TORTORELLI, Cleunice Terezinha da Silva Ribeiro. Pelo direito às experiências estéticas na escola: o lugar da poesia na formação humanizadora de crianças. 2023. 336 f. Tese (Doutorado em Educação) - Faculdade de Filosofia e Ciências, Universidade Estadual Paulista (Unesp), Marília, 2023.