This work is the result of an action research implemented in the elementary school in
Palmas/TO. Based on the interpretative paradigm, this research seeks to play an
active role in solving the problem raised, implementation, monitoring and evaluation
of planned actions, as required by this research model. The objective of this
dissertation is to analyze critical-descriptively the implementation of the reading
project 'Poetry Hour' in a class of 9th grade of EF in the scope of Colégio Girassol de
Tempo Integral Augusto dos Anjos. As an intervention measure, the focus of this
project was formation memories, the promotion of teaching and learning by the use
of metacognitive strategies vocalization, display and connection in reading poems, in
a pleasant and different way, aiming besides to the fruition of the literary text and
formation proficient readers. Moreover, from the systematic development of activities
outlined in the project, we aim to present a didactic and methodological proposal to
the poetic text approach in basic education, since many Portuguese Language and
Reading teachers find it difficult to conduct a practice of reading poems under a more
pleasant prospect, differentiated and engaging. We developed the project waiting to
contribute to the teaching practice and reflect on our performance in the school
sphere, as a teacher of Portuguese and Reading. This research is justified due to the
fact that the poetry reading practices in the classroom as well as the evaluation
indices reader are not satisfactory, as shown by the PISA and the SAEB. The main
data of the research were generated from a questionnaire, lesson of shooting, and
the student activity book. We implemented the project in the second half of 2014, in
17h/a, along with 31 collaborators in the class 92.01. As a didactical and
methodological procedures in the development of the activities we make use, among
others, through dialogue exposure, group discussion, seminar, reader performance
and video production and illustration. In support, we discuss sociocognitive aspects
of memory and reading the literary poetic literacy, guiding the official documents of
the poem read in the classroom, trying to show the poetry reader activity as a way of
creating memories, mobilizing, for this , theoretical notions of semiotics (matrices of
language and thought) and cognitive science (metacognitive strategies of reading,
social and neuroscientific aspects of reading and memory). We discuss the central
nervous system (especially occipto left temporal areas, hippocampus, amygdala,
cerebral regions responsible for reading and the formation and storage memories) is
modified by learning, reading. The results demonstrate that by working strategies,
read with a purpose in mind, favors the approach of the student with the literary text,
enhancing the taste for poetic text and streamline the class. The results allow us to
conclude that the systematic teaching of reading metacognitive strategies can
develop an understanding of the poetic images and is constituted as a
methodological alternative to the reading literary teaching.
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