Como eu te preciso, meu bairro!: experiências literárias no ensino fundamental II da rede pública estadual em Maceió

Abstract

This professional master‘s dissertation presents discussions and analysis about the literature teaching in the school environment and intents, by means of an intervention proposal, to bring folk poetry close to the class, showing new possibilities of work which can contribute in the improvement of the literary literacy acts. This is a result of a research carried out in a 9th grade group from a state school in Maceió, of which 45 students from the elementary school II took part, in order to contribute in the refinement of the reading and writing training of those students, with the purpose of expanding his/hers cultural experiences to deem the acts of reading and writing as primary importance school practices to the worldly wisdom of the individual, enabling the active involvement as a citizen capable of interfering in the construction and reconstruction of the society. For this purpose, it is based on the dialectical method and in the theoretical conceptions of Freire (1989), Silva (2002), Rojo (2009; 2012), Candido (1988), Zilberman (2009), Santos (2015), Cosson (2014) e Nóbrega (2015) that propose to dialogue about the importance of knowing the social context of the individuals involved in the teaching-learning process for moderating the pedagogical practices that reinforce and expand the quality of the literary reading and writing in class, considering the critical-reflexive knowledge and fruition. As a result, pointing out that the “neighborhood poetry” has configured from the relation between teachers, students and the locus school community of the research organized by Profletras/Ufal.