A utilização de poemas clássicos em Tertúlias Literárias Dialógicas com crianças no Ciclo da Alfabetização

Abstract

This dissertation has as its theme the reading of classic poems of the universal literature in the Literacy Cycle and is theoretically based on the principles of Dialogic Learning. The justification that highlights the relevance of this research is the fact that in many statements - common sense - of teachers, there is the discourse that students do not like poems because they are difficult to understand and by the fact that, when this textual genre is worked in the classroom, often has the purpose of identifying rhymes, verses, literary periods or closed interpretations, that is, the "interaction" of the student with the text in this type of activity, happens mechanically. In this sense, we approach the Dialogical Literary Gathering, as an activity of reading universal classics of literature that aims at a more participatory and dialogic literary education, which happens from the choice of the book until the reflections between students and teachers , which take place from an egalitarian dialogue and which proposes that all opinions be respected, not by the participant's position or level of academic knowledge, but by his or her argumentation on a given topic. The present work was developed from the bibliographical research and seeks to answer the question: "what are the characteristics present in the literary classics that justify their use in the Dialogical Literary Gathering for the reading of poems?" To answer the question, we start with the hypothesis that stimulating the reading from the literary classics that contributes to the amplification of oral and written language, for dealing with texts that use the cultured norm of the language, different from many fragments of texts present in textbooks and that present a language, often infantile or that do not contribute to develop the criticality and vocabulary of the student. From the systematic study of authors such as Ana Maria Machado, Ezra Pound, Harold Bloom, Italo Calvino, Leyla Perrone-Moisés and T.S. Eliot, we identify that when reading is developed in the classroom, with a strictly interpretative and obligatory purpose, it hinders a better participation of students in the process; another factor that does not contribute effectively to the student's cognitive and linguistic development is the development of activities with texts with little literary value, that is, that do not have the desirable characteristics in a text, characteristics that permeate classic literary works such as example, the use of a concise language, timelessness, universality and range of meanings. The general objective of this research is to identify how the reading carried out in the Dialogical Literary Gathering contributes to develop, in students of the Literacy Cycle, the reading skills proposed in official documents. It is concluded, based on the theoretical contributions listed, that the texts to be presented to students in the period of literacy can‘t be infantilized or "poor" texts grammatically and literally, there is sight the diverse possibilities of instrumental learning of the contents as well as of the cultural diversity coming from the reading of literary classics. Thus, the Dialogical Literary Gathering to ensure the reading of the universal classics and to enable the oral expression of the students, consequently contributes to the formation of students who, critically, learn to read the world and thus create meaning in the learning of the reading of the word.