A poesia visual na sala de aula: uma perspectiva para o trabalho com o letramento literário

Abstract

In this work, we aim to present classroom practices for reading and interpreting two poems with the purpose of facilitating literary reading experiences in literature classes. The practices included here were conducted in two workshops with high school students from a public school in Alagoas. In these practices, two visual poems were explored, and their readings and interpretations were shared. As a theoretical foundation, reflections were developed on the formation of the literary reader, drawing on educational documents such as the National Curriculum Guidelines (BRASIL, 2008) as references, as well as concepts like "literary literacy" (COSSON, 2006; PAULINO; COSSON, 2009; SORRENTI, 2009). Thus, through meaningful engagement with literary texts in the classroom, it becomes possible to awaken a taste and interest in this genre, so that reading can lead not only to the development of literary readers but also to the transformation of these readers through redefinitions of self and the world, made possible by the work with literary literacy.