Artesia: a arte de sentir, criar e aprender com poesia

Abstract

Childhood tends to manifest a poetic way of understanding and relating to the world. This dissertation investigates children’s interaction with poetic language through mediated poetry reading. To that end, we created a reading workshop titled Artesia: the art of poetry, whose general objective is to understand the repercussions of poetry experiences in a 1st-grade Elementary School class. The research was conducted in a public school located in the rural area of Caxias do Sul, RS, Brazil. The research question is: What repercussions are perceived from activities using poetic texts from the 2023 PNLD collection when experienced by a first-grade class?This study is part of the actions of the Reading and Literature Observatory (OLLI-UCS/CNPq) and is situated in the field of Education, within the research line “Educational processes, language, technology and inclusion” of the Graduate Program in Education (PPGEdu) at UCS. The theoretical framework draws especially on Candido (2011) regarding the right to literature; Paz (1982) concerning the nature of poetry; Huizinga (2000) on the concept of “play” in poetry; Bordini (1991), Ramos (2010), Zilberman and Magalhães (1984) on children’s poetry; and Cosson (2022), Nietzel & Ramos (2022), Petit (2024) for issues related to the dimension of literary reading. Methodologically, this is a qualitative study based on action-research (Thiollent, 2003). Empirical data were gathered during ten reading sessions combining poetry and literary literacy, using books from the 2023 PNLD Literary collection, primarily composed of poetic texts.The results show that the educational processes in the reading workshop allowed for identification of learning through participants’ statements: the poems resonated in multiple ways, in the perception of sound movements, in gesture as an element of poetic meaning-making, in emotion, imagination and expressiveness evoked by poetic experience. By adopting the classroom as the field of investigation, the teacher began to reflect critically on her pedagogical practice, creating space for new perspectives regarding children’s knowledge. [resumo fornecido pelo autor]