POESIA EM SALA DE AULA: VIVÊNCIAS DE LEITURA E ENCANTOS NUMA TURMA DO 4º ANO DO ENSINO FUNDAMENTAL DE UMA ESCOLA PÚBLICA DO ALTO SERTÃO PARAIBANO

leitura e produção de sentidos

Abstract

ABSTRACT: This article seeks to analyze the receptivity of students to poems and the effects of meanings provoked in reading practices in an Early Years class. Such research is justified in favor of the formation of readers through the bias of literature, focusing on the playful and aesthetic dimension of the poem as an opportunity to experience language. As a theoretical support, studies on the formation of the literary reader stand out (COLOMER, 2007; COSSON, 2016) and reading reception (BORDINI, 1986; ZILBERMAN, 2001). Resulting from a qualitative and interventional research, the corpus of this study consists of experiences with the reading of poems in a 4^th grade Elementary School class of a municipal public school in the high backlands of Paraiba, and assessed according to the categories of analysis (OLIVEIRA, 2016 ). Outlining results, one can see the involvement of students in the process of appreciation and reception of poetic texts, expanding their horizons of meaning and having a more playful and affective contact with poetry.

KEYWORDS: Poetry; reading; reception