Cata-ventos de poesia : vivências poéticas com crianças na pré-escola

Abstract

This master's dissertation departs from the perspective that childhood and poetry seem to be made of the same essence, given the way both of them conceive and reveal the world. In this sense, we seek to approximate those elements by presenting a study on poetry in childhood. Thus, this research on poetry and childhood aims to investigate the relationships of children enrolled in preschool with poetry published in works selected by PNLD Literário (2018), in order to contribute to educational practices that promote literature as a right. Children from a private school located in the city of Caxias do Sul-RS are the empirical interlocutors of this research. The main theoretical interlocutors are Candido (2004), regarding literature and law; Huizinga (1999), Paz (2012) and Bordini (1991), on poetry and children's poetry; Stearns (2006), Friedmann (2020), Rinaldi (2020), Barbosa (2016) and Brasil (2010), on children nowadays; Vigotsky (1988, 2008), Paviani (2012) and Benjamin (2013), on languages; Vygotski (2009), on imagination and creation; Dewey (1971), on the learning experience; Machado and Carvalho (2020) and Graue and Walsh (2004), on research for, with and about children. The methodological path is inspired by an exploratory qualitative aspect, through an empirical research built via case study (YIN, 2001) and on three sources of evidence: workshops of poetic experiences (including film records and participant observation), field diary and collection documentary. Through the triangulation of these data, categories and subcategories of analysis emerged - as predicted by the content analysis theories (BARDIN, 2016) - in order to treat the data gathered in the investigation. The results show that musicality, especially rhyme, is the focus of children's attention due to the fact of being more noticeable and, thereby, mobilizing the readers to seek it in the text. Regarding the ways of relating and communicating the poetic dimension, the gesture integrates the non-verbal expression of the interlocutors as a genuine language face to the symbolic text. The children's previous repertoire, in addition to concrete factors and real experiences, helps in the construction of hypotheses and interpretation of the poetic text, favoring the attribution of meaning to poetic images. We verified moments of need for the researcher teacher's approval so that the children could express their non-verbal sensations and emotions, these marks of schooling being a challenge to be overcome by the mediator and the readers throughout the workshops. Inventiveness and illogicality were also observed in the ways in which children communicate non-verbally, indicating that there is no standard or interpretative certainty in the poetic text, as so it allows it. Such reverberations, expressed verbally or non-verbally, are legitimized and considered part of its poetic nature, and should be valued. Thus, from the emerging categories of the study, some principles of mediation (which may guide poetic experiences in childhood) resulted in ways of acting that may enhance the aesthetic experience with poetry. Nevertheless, the proposed poetic workshops brought elements that validate the principles of literary mediation and highlights the importance of children's literary repertoire, as well as their formation and rights to literature and learning, and also their enjoyment and expression regarding the poetic, in order to contribute to their human formation and to their exercise of freedom. [resumo fornecido pelo autor]