This paper aims to discuss the importance of poetry spoken in the slam style, to strengthen
the teaching of poetry in elementary school, from a class of 8th grade, from Colégio
Estadual Marechal Ribas Júnior, in the municipality of Sítio Novo do Tocantins -TO. We
pointed out here the reason for choosing the class in question: a third of the students have an
age / grade distortion, that is, two years below expectations. They have reading problems, so
they end up adopting silence as a way of hiding their desires, their difficulties, and being
slam a style of poetry that experiences peripheral plural scenes in which most of the poets,
slammers are young black women commonly silenced by hegemonic society and seeking
through their different voices to conquer a space, we adopted this style of poetry to work
with young students, awakening in them the great potential that was dormant within them.
For that, we adopted as methodology the basic sequence of literary literacy adapted to the
reality of the students and our teaching practice. This work highlights qualitative action
research, of an interventionist nature and hermeneutic analysis. As a theoretical basis we
used Thiollent (2011) to know the action research procedures; on the theoretical-analytical
bases of literary literacy, from Cosson (2018); in the debate about reading and performance,
Zumthor (1997, 2005, 2018), and in the conceptual perspective of literature, Candido (1995)
in the plural scenes of the periphery, Dalcastagné (2018). In addition, we used ideas and
reflections on the resistance of black feminism by Estrela D'alva (2009,2011), Duarte and
Evaristo (2019) and Ribeiro (2018) From the different pedagogical actions developed in the
classroom, using from the poem Slam, we highlight the strengthening of students' literary
literacy, which was enhanced by performance readings and the production of poems, which
took place in a creative, critical and reflective way. Thus, students were able to deepen the
poetic experience of this new literary universe of slam.
|
