Veredas de leitura: a poesia no ensino médio sob o viés do método recepcional

Abstract

The importance of teaching literature is undeniable and much is discussed about how to contemplate such rich and vast content in the classroom. Everything indicates that the text should be the focus in literature classes, not the history of literature, as usual, because in this way the teacher will encourage literary reading, an aspect that has often been neglected by school. The lacuna that exists in reading becomes even greater when we refer to poetry, which is in the background, both in Literature classes and in Portuguese. The poetic text that is so rich in the use of language as art is restricted in the classroom, because of its polysemy, its lack of narrative sequence, its brevity. Often, the teacher is not prepared to analyze the poem because it is necessary motivation and understanding about the text in order to encourage the students. In the face of all these challenges, the receptive method presents itself as an ideal form of analyze for the poetic text, since it stimulates the breaking of expectations horizon of the students, stimulating them to review their convictions, challenging them to overcome their own limitations. Thus, the present paper aims to propose, from the receptive method, a project to utilize poetry in the classroom, with a view to the formation of critical, dynamic and autonomous readers. The theoretical basis on literature teaching comes from authors such as: Candido (2004), Cosson (2014), Magnani (2001), Llosa (2007), Soares (2001), among others; and the receptive method of Bordini and Aguiar, 1993), Jauss (1975) and Zilberman (1989) (sic).