Conexões poéticas drummonianas: estratégias didático-pedagógicas para o estímulo de leituras performáticas no ensino fundamental

Abstract

This dissertation results from a historical-critical research on literary reading practices, carried out by a Portuguese language teacher from 9th grade classes, from a public school in the municipality of Atalaia in the state of Alagoas, in the period of 2019 -2021, whose general objective is to propose strategies that encourage literary literacy in the classroom, in particular, participatory reading of poetry, which we call “performative reading of poems”, since literary reading, in especially, the reading of poetry, is little valued in the school context as a way of providing literary literacy activities and, consequently, the formation of a critical and thinking subject. This objective was driven by the following research questions: what activities will stimulate the students' interest in the experience of reading poems through resources such as figures of speech? What didactic-pedagogical strategies can be adopted so that the student can get to know, reframe and performatize the literary text? How can “performative reading of poems” bring the reader closer to the literary text? In order to answer these questions, the following authors were adopted: Candido (1988), with the defense of literature as a human right; Street (2014), Cosson (2006) and Souza (2011), with the concepts of social literacies, literary literacies and resistance literacies, respectively; Solé (1998) and Pinheiro (2018), with contributions on strategies for teaching literature at school; Lajolo (1994, 1999) and Zilberman (1984, 2009, 2010), reflecting on literary historiog- raphy in Brazilian schools; Freire (2019), through the position on reading as a human and transforming act; Zumthor (1993, 2010, 2018) and Oliveira (2011, 2012, 2018) with the concept of reading performance. As a methodology, action research was adopted, understood as an action research practice that aims to plan, organize, systematize, reflect and change pedagogical practices. As a result, the proposal entitled Drummond in many voices, organized in seven stages by workshops and developed as a booklet for the dissertation, stimulates the aesthetic experience in Portuguese language classes through the “performance reading of poems” in the classroom, to, in this way, promote the formation of a subject who reads poetry and, possibly, a writer.