Poesia infantil e formação continuada: reverberações na sala de aula

Abstract

Based on the observation that the approach of the poem in the literacy cycle faces the most diverse problems, we performed a research aimed to teacher‟s education, focusing on the children's poetry experience with these professionals. We elected as a general objective: to analyze the possible reverberations of the poetry reading practices in literacy classes from an experience of continuing education with literacy teachers in the city of Boa Vista - PB. The specific objectives were as follows: 1. To contextualize the continuing education meetings offered to teachers in the literacy cycle and to discuss the predominant approach in the practices of these professionals regarding the teaching of children's poetry. 2. To reflect, more closely, upon the piece Ou Isto ou aquilo, observing the expressive and the aesthetic resources, as well as the most recurring themes in the poems; 3. To analyze the process of transposing the experience of children's poems from the space of continuing education to the classroom of the literacy cycle. The research is of a qualitative, exploratory, and bibliographic nature. The methodological path privileged the oral reading of the poems by the teachers and, consequently, by the children. During the experiment, we worked with poems from the book Ou isto ou aquilo, by Cecília Meireles (2012), as well as with poems by different authors. The theoretical foundation was based upon Jauss (1979) studies of reception theory; Tardif (2014) about teaching knowledges; Imbernón (2004) regarding teacher education; Aguiar and Bordini (1988) about reception teaching method; Bordini (1986) children‟s poetry. It also guided us the thoughts of Freire (1996) and the theoretical-methodological reflections from Pinheiro (2000 and 2018), among others. The results reveal that a well-planned educational path, involving professionals in their context, has clear reflexes in the daily classrooms. The research data revealed that the teachers did, in their own way, different didactic transpositions than the ones they studied and experienced in the classroom education.