Brincadências com a poesia infantil : um quintal para o letramento poético

Abstract

This thesis investigates how children activate and reconstruct the poetic element that is present in literature selected by PNBE 2010, questioning the constitution of literate subject in poetry, taking intentional teacher mediation as a point of departure. The problem stated is justified by increasing value given to reading, which has put reader‟s training as a challenge for education environment, and encouraged public policies to worry about the act of reading, among which PNBE (Programa Nacional Biblioteca da Escola) can be highlighted. In this context, this work has a qualitative approach in bibliographic and experimental research. It follows acting of a 4th. year group of readers of a public school in Bento Gonçalves who, in the context of the project Brincadências poéticas, participated of reading experiences and exercised poetry making. Created in the school space, the “poetry backyard” (“quintal de poesia”) houses discussion about the process of literacy concerning poetry, subsidizing reflections about experience and mediation of poetry in childhood. This research is based on some leading principles about reading and reading practice: Candido (1995) assumes that literary fruition is a right of human beings; Larrosa (2002 and 2003) understands that reading participates in the process of subject education; Zilberman (2003) underlines the emancipating function of literature; Paiva (2008) discusses the place of public policies in literature for children; Iser (1996) confers the reader a place of coauthor upon the text; Bordini and Aguiar (1988) conceive, according to reception method, stages for literature reading; Paz (1982) reflects about specific elements of poetry and its constitution; Huizinga (1999) explains the relations that approximate playing and poetry. From this theoretical frame, this study proposes a route for education in literature, through appropriation of poetry, departing from emphasis on musicality of the text, reaching the image approach, so as to make reader‟s action, progressively, more and more complex. Results indicate that education in literature involves a continuous and intentional learning process. Experience also points out some ways for instauration and consolidation of experience with poetry in childhood: it operationalizes in the territory that involves everyday routine and its transgressions; it is placed between what is known and what is strange, between restriction and freedom; it is built with humor, exploring the sounds of the tongue, expressing nonsense, or even employing forbidden words; it is established in provocative plays of sense, through ambiguity, disguise, or even hybridism in language. When tackling constitution and development of poetry at school, this thesis formulates a possible answer to difficulties, which school as an institution has faced, in its challenge to educate readers and, mostly, readers who read with pleasure, readers forever. Because of its theoretical-practical bias, the discussion aims at contributing for the process of mediation of solidary reading, supplying subsidies to reflections about readers education and teaching methodologies, directed to literature and favoring the constitution of poetry appreciators, aiming at their use for autonomy in reading, in the school context.