“Projeto poetas na escola”: uma investigação acerca das práticas de leitura e de escrita de poesias
The objective of this research was to investigate the practices of literary literacy in elementary education in a public school in Araguaína, which allows different reading and production of poetic text. Methodologically we applied questionnaires and conducted interviews with teachers and stude...
| Autor principal: | Sousa, Leomar Alves de |
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| Idioma: | pt_BR |
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2021
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http://hdl.handle.net/11612/2453 |
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ir-11612-24532021-03-25T06:01:36Z “Projeto poetas na escola”: uma investigação acerca das práticas de leitura e de escrita de poesias Sousa, Leomar Alves de Testa, Eliane Cristina Letramento literário; Ensino Fundamental; Poesia; Projeto Poetas na Escola; Formação de Professores; Literary Literacy; Elementary School; Poetry; Project Poets at School; Teacher Training CNPQ::LINGUISTICA, LETRAS E ARTES The objective of this research was to investigate the practices of literary literacy in elementary education in a public school in Araguaína, which allows different reading and production of poetic text. Methodologically we applied questionnaires and conducted interviews with teachers and students of the state school Vila Nova, as well as workshops focused on the methodological strategies of teaching poetry, as a form of contribution to the process of continuing training of teachers. The methodology used was qualitative action research. As for the analysis of the data generated, it was given by the sociocritic bias and hermeneutic interpretation. As a theoretical basis on the training of the literary reader from the perspective of literary literacy, we used as main authors: (i) Cosson (2014a, 2014b); (ii) Soares (2012), (iii) Freire (2003), (iv) Colomer (2007), (v) Kleiman (2002 and 2008), (vi) Compagnon (2012), (vii) Candido (2017) among others. As for the theoretical aspects of poetry, we triggered the following authors: (i) Sorrenti (2009); (ii) Gebara (2012), (iii) Goldstein (1998 and 2001), (iv) Siqueira (2012) and (v) Micheletti (2006), (vi) Aristotle (1981), Paz (2012) and (vii), (viii) Pinheiro (2018) and Franco; Testa (2017). In an attempt to verify and analyze how poetry is inserted in the school curriculum, we use the following official documents: National curricular parameters, third and fourth cycle, of Portuguese language (1998), BNCC (2018), Curricular referential of State of Tocantins (2009) and Tocantins Curricular document (2018). Moreover, from the data analysis we bring reflections on the didactic-methodological perceptions about literary literacy, assumed by the Portuguese teachers of the school researched, the perceptions of students of 9th year about poetry, and still we undertake the analysis of the “Poets at School”, developed in the school-field of research, and also of several poetry of students published in different editions of the book namesake to the project in question. The results obtained show that in the state teaching network of the State of Tocantins, the school has a pilot project of literary literacy through reading and writing of poetry by students, considering the edition and the publication of nine (09) editions of the book “Poets at School”, over the course of approximately eighteen (18) years. On the other hand, based on the didactic-methodological perceptions of teachers, we perceive the need for the accomplishment of continuing training of teachers, through theoretical studies and the realization of pedagogical workshops, mainly in the sense of giving opportunity for teachers, a diversity of methodologies and of activities related to reading and writing poetry, to ensure better results in the process of literary literacy of students. Esta pesquisa teve como objetivo investigar as práticas de letramento literário, no ensino fundamental em uma escola pública de Araguaína, que possibilita diferentes trabalhos de leitura e de produção de texto poético. Metodologicamente aplicamos questionários e realizamos entrevistas com professores e alunos da Escola Estadual Vila Nova, bem como a realização de oficinas voltadas às estratégias metodológicas do ensino de poesia, como forma de contribuição ao processo de formação continuada dos docentes. A metodologia empregada foi pesquisa-ação de cunho qualitativo. Quanto à análise dos dados gerados, se deu pelo viés da sociocrítica e interpretação hermenêutica. Como fundamentação teórica sobre formação do leitor literário pela perspectiva do letramento literário, utilizamos como principais autores: (i) Cosson (2014a, 2014b); (ii) Soares (2012), (iii) Freire (2003), (iv) Colomer (2007), (v) Kleiman (2002 e 2008), (vi) Compagnon (2012), (vii) Candido (2017) entre outros. Quanto aos aspectos teóricos da poesia, acionamos os seguintes autores: (i) Sorrenti (2009); (ii) Gebara (2012), (iii) Goldstein (1998 e 2001), (iv) Siqueira (2012) e (v) Micheletti (2006), (vi) Aristóteles (1981), Paz (2012) e (vii), (viii) Pinheiro (2018) e Franco; Testa (2017). Na tentativa de verificar e analisar como a poesia está inserida no currículo escolar, utilizamos os seguintes documentos oficiais: Parâmetros Curriculares Nacionais, terceiro e quarto ciclo, de língua portuguesa (1998), BNCC (2018), Referencial Curricular da Rede Estadual de Ensino do Estado do Tocantins (2009) e Documento Curricular do Tocantins (2018). Além disso, a partir das análises de dados trazemos reflexões sobre as percepções didático-metodológicas sobre letramento literário, assumidas pelos professores de língua portuguesa da escola pesquisada, as percepções dos alunos de 9º ano sobre poesia, e ainda empreendemos a análise do “Projeto Poetas na Escola”, desenvolvido na escola campo de pesquisa, e também de diversas poesias de alunos publicadas em diferentes edições do livro homônimo ao projeto em questão. Os resultados obtidos evidenciam que na rede estadual de ensino do Estado do Tocantins, a escola tem um projeto piloto de letramento literário por meio de leitura e de escrita de poesias pelos alunos, considerando a edição e a publicação de nove (09) edições do livro “Poetas na Escola”, ao longo de aproximadamente dezoito (18) anos. Por outro lado, a partir das percepções didático-metodológicas dos professores, percebemos a necessidade da realização de formação continuada dos professores, por meio de estudos teóricos e de realização de oficinas pedagógicas, principalmente, no sentido de oportunizar aos docentes, uma diversidade de metodologias e de atividades relativas à leitura e escrita de poesias, para garantir melhores resultados no processo de letramento literário dos alunos. 2021-03-24T17:20:03Z 2021-03-24T17:20:03Z 2019-05-24 SOUSA, Leomar Alves de. “Projeto poetas na escola”: uma investigação acerca das práticas de leitura e de escrita de poesias.2019. 159f. Dissertação (Mestrado em Letras: ensino de Língua e Literatura) – Universidade Federal do Tocantins, Programa de Pós-Graduação em Letras: ensino de Língua e Literatura, Araguaína, 2019. http://hdl.handle.net/11612/2453 pt_BR application/pdf |
| institution |
Repositório Institucional - Universidade Federal do Tocantins - UFT |
| collection |
RepositorioUFT |
| language |
pt_BR |
| topic |
Letramento literário; Ensino Fundamental; Poesia; Projeto Poetas na Escola; Formação de Professores; Literary Literacy; Elementary School; Poetry; Project Poets at School; Teacher Training CNPQ::LINGUISTICA, LETRAS E ARTES |
| spellingShingle |
Letramento literário; Ensino Fundamental; Poesia; Projeto Poetas na Escola; Formação de Professores; Literary Literacy; Elementary School; Poetry; Project Poets at School; Teacher Training CNPQ::LINGUISTICA, LETRAS E ARTES Sousa, Leomar Alves de “Projeto poetas na escola”: uma investigação acerca das práticas de leitura e de escrita de poesias |
| topic_facet |
Letramento literário; Ensino Fundamental; Poesia; Projeto Poetas na Escola; Formação de Professores; Literary Literacy; Elementary School; Poetry; Project Poets at School; Teacher Training CNPQ::LINGUISTICA, LETRAS E ARTES |
| description |
The objective of this research was to investigate the practices of literary literacy in elementary
education in a public school in Araguaína, which allows different reading and production of
poetic text. Methodologically we applied questionnaires and conducted interviews with teachers
and students of the state school Vila Nova, as well as workshops focused on the methodological
strategies of teaching poetry, as a form of contribution to the process of continuing training of
teachers. The methodology used was qualitative action research. As for the analysis of the data
generated, it was given by the sociocritic bias and hermeneutic interpretation. As a theoretical
basis on the training of the literary reader from the perspective of literary literacy, we used as
main authors: (i) Cosson (2014a, 2014b); (ii) Soares (2012), (iii) Freire (2003), (iv) Colomer
(2007), (v) Kleiman (2002 and 2008), (vi) Compagnon (2012), (vii) Candido (2017) among
others. As for the theoretical aspects of poetry, we triggered the following authors: (i) Sorrenti
(2009); (ii) Gebara (2012), (iii) Goldstein (1998 and 2001), (iv) Siqueira (2012) and (v)
Micheletti (2006), (vi) Aristotle (1981), Paz (2012) and (vii), (viii) Pinheiro (2018) and Franco;
Testa (2017). In an attempt to verify and analyze how poetry is inserted in the school curriculum,
we use the following official documents: National curricular parameters, third and fourth cycle,
of Portuguese language (1998), BNCC (2018), Curricular referential of State of Tocantins (2009)
and Tocantins Curricular document (2018). Moreover, from the data analysis we bring reflections
on the didactic-methodological perceptions about literary literacy, assumed by the Portuguese
teachers of the school researched, the perceptions of students of 9th year about poetry, and still
we undertake the analysis of the “Poets at School”, developed in the school-field of research, and
also of several poetry of students published in different editions of the book namesake to the
project in question. The results obtained show that in the state teaching network of the State of
Tocantins, the school has a pilot project of literary literacy through reading and writing of poetry
by students, considering the edition and the publication of nine (09) editions of the book “Poets at
School”, over the course of approximately eighteen (18) years. On the other hand, based on the
didactic-methodological perceptions of teachers, we perceive the need for the accomplishment of
continuing training of teachers, through theoretical studies and the realization of pedagogical
workshops, mainly in the sense of giving opportunity for teachers, a diversity of methodologies
and of activities related to reading and writing poetry, to ensure better results in the process of
literary literacy of students. |
| author_additional |
Testa, Eliane Cristina |
| author_additionalStr |
Testa, Eliane Cristina |
| author |
Sousa, Leomar Alves de |
| title |
“Projeto poetas na escola”: uma investigação acerca das práticas de leitura e de escrita de poesias |
| title_short |
“Projeto poetas na escola”: uma investigação acerca das práticas de leitura e de escrita de poesias |
| title_full |
“Projeto poetas na escola”: uma investigação acerca das práticas de leitura e de escrita de poesias |
| title_fullStr |
“Projeto poetas na escola”: uma investigação acerca das práticas de leitura e de escrita de poesias |
| title_full_unstemmed |
“Projeto poetas na escola”: uma investigação acerca das práticas de leitura e de escrita de poesias |
| title_sort |
“projeto poetas na escola”: uma investigação acerca das práticas de leitura e de escrita de poesias |
| publishDate |
2021 |
| url |
http://hdl.handle.net/11612/2453 |
| _version_ |
1787134213634392064 |
| score |
11.680425 |