O leitor de poesia no 9º ano do ensino fundamental : formação e transição

Abstract

This work intends to investigate and reflect on the literary reading practices in elementary education, specifically in the 9th grade, with respect to the poetry reading. The aim is thus to present some initial considerations about literary literacy in elementary school in the player's training prospective transition to high school. For this, a reflection about the importance of reading poetry teaching in the classroom is necessary, comprising a significant contribution to the formation of the player as well as the significance of the systematization of this kind in elementary school, in anticipation of the formation of student for the reading of literary texts. In this context, it is clear that, in most cases, there is a tendency of the poem to be presented at the school as an excuse for mere grammatical analysis or questions about the formal aspect. Thus, to talk about the subject, it was used as a theoretical basis: the work of Colomer (2007), Todorov (2009) and Zilberman (1988 and 2003), to discuss the contribution of literature and teaching practice; Cosson (2006; 2014) and Pauline (2007) on literary literacy; Pinheiro (2002), Sorrenti (2009), Gebara (2007 and 2012), Peace (1982) in order to (re) learn the structure and characteristics of the poetic genre, as well as the treatment of poetry teaching in elementary school. n this sense, and seeking to promote the formation of the literary reader in transition, prepare and present a Didactic Proposal as a possibility to work with poetry reading in 9th grade of elementary school. In general, seek to perceptions about the poem teaching issues and literature in teaching practices in working with the literary text, the transition from elementary school to the East. The interest in investigating the said issue is also justified by the attempt to contribute to the debate about the use of literary texts and textbooks of Portuguese Language in the teaching of literature and the promotion of literary literacy.