O haicai na sala de aula: trilhas interpretativas em um percurso de formação de leitores literários no ensino fundamental

Abstract

The present work, entitled the haiku in the classroom: interpretive paths in a literary reader development journey in elementary education, aims to contribute to delineating a methodological-theoretical approach perspective on literary literacy in a 9th-grade class of an elementary public school situated in a town in Alagoas. From literary reading and interpretations of poems (especially haikus) in discussion circles, in the exercise of literature, the practice of reading and interpreting a text may offer the opportunity to experience discoveries and connect meanings through work with the materiality of the words in expressive reading. Considering that the work with literary reading in schools needs to focus on the interaction of the reader with the text, this allows the understanding of the humanizing force of literature, and it is important to promote indeed the literary education of the students in the school environment. Thus, this research aims to discuss and detail literary literacy practices through diversified didacticpedagogical activities with haikus, focusing on the stage of interpreting Cosson's basic sequence (2014) and exploring reading out loud as an interpretative pathway. The developed work has a qualitative approach, it is an action research based on Cosson (2014), Pinheiro (2018), Soares (2011), Iser (2002), Zumthor (2000), Oliveira (2023), among other authors. The instruments used to collect data were: the teacher-researcher's reflective journals, lesson plans, audio recordings and transcriptions and photographs of the developed practices during classes. The research demonstrated that the pedagogical work with poetry in class (especially haikus) contributed to promote the involvement of young readers with the universe of poetic reading of haikus, demonstrating the opportunity to establish intratextual and extratextual connections that allowed a sensitive and human experimentation with literature.