Letramento literário, EJA e poetas na escola : fruição e conhecimento que ultrapassam os limites da sala de aula

Abstract

The work present is a result of an action research conducted with the students of the Youth and Adult Education of Phase IV, in a municipal school of Garanhuns - PE. The purpose of this study is to critically and descriptively analyze a reading of poems by local poets under the effect of voice performance as an effective practice of literacy in schools. Moreover, it aims to verify that the students of this modality, who attend a school without night shifts, are sensitized to interact and to be sensitized with the poetic text in the classes of Portuguese language while vieweing the reading proficiency. To carry out the research per the steps taken in the bibliographic review, the following is the fundamental approach to a theoretical approach, followed by an exploratory study that lasted for two months (March / April, 2016), in sequence, participatory observation and intervention throughout the year 2016. This research is based on an observation of the urgency of a practical learning of literary reading in the classes of the Portuguese language, aiming at an already accomplished reading proficiency of the students. The collected data obtained during the research generated questionnaires, photos, recordings, and an ethnographic diary. The intervention procedure was developed from Cosson’s 2014 basic sequence proposal through interlocutions, explanations, poetry readings, performances, cultural gatherings, the presence of authors at the school, and much more. As theoretical foundation of the cursors of discussion about the literary text, literature and teaching, the guiding documents of poem reading in the classroom act as laws that regularize the teaching for students who did not complete their studies at the right age. The results revel that working with poems of local poets and using the basic sequence of Cosson (2014) as a strategy of the reading performance of the voice, constitute a literary literacy practice for a reading proficiency of students of the Youth and Adult Education.