O jogo poético em sala de aula: uma proposta para se mediar a leitura de poemas

Abstract

Starting from the lack of development methodologies - which means few experiments in the literature of teaching practice in the school area - and mediator locus occupied by the teacher in the relationship between the students and literary text, this research presents a different proposal of evaluation in the classroom: a didactic appeal set for reading poems and review classes for the 7th year of elementary school. The objective was to try working with some literary categories (metaphor, metonymy, personification, antithesis and lyrical) in poetic texts, however, in a different way, which resulted in the application of these categories in reading the text to, then through a game, evaluate the learning process taught these categories. The theoretical and conceptual support are the conceptions of literary literacy (SOARES), systemic theories of society (LUHMANN), the theory of communicative action and the empirical science of literature (SCHMIDT), the conception of man as autopoietic system, (MATURANA), and the theory of aesthetic effect (ISER), in addition to poetry conceptions (PAZ, CULLER, CORTEZ and RODRIGUES, among others. Observations made during the intervention in the classroom showed that the entanglement between the two moments that make up the game gave consistently. The readings of poems made by students as well as their comments and answers given and they enable the teacher to the effective process of mediation, also allowed the perception of income and improvement of these in relation to the reading of poetic texts. The student involvement and effective participation in the execution of the game confirmed the initial proposal that it would appear as a significant teacher mediation option in reading poems and their assessment in the classroom.