“Ler é dançar”: um olhar sobre a recepção de leitura de poesia com crianças no ensino fundamental.

Abstract

This dissertation’s main objective is to investigate how Year 4 Elementary students receive poetry whose theme is dance. Therefore our research has two main center lines: the first one is analytical and the second one is didactical. We start on the concept of dance provided by GARAUDY (1980) and SETENTA (2008), to whom dance is the expression of the unspeakable and also a “saying-doing” respectively. We also met the place where infant poetry belongs to in elementary education, based on AMARILHA (2009), PINHEIRO (2000) and CADEMARTORI (1984). We can say it is playful and investigative. Meanwhile, we selected nine poems that mimic and talk about dance to compose our anthology. That is the base to our analysis and class reading. Analysis was made based on ZUMTHOR (2007) and KEFALÁS (2012), facing the possibility of performance. That performance shows characteristics of dance, as rhythm and traditional style pacing, as in waltz and “ciranda”. We did an action research which lasted five months overall, observation and intervention included. In a public city school in Campina Grande, we selected a Year Four class with nineteen students. We observed the group for two months before we took the lead of poetry reading. Our participation took twenty half-hour moments twice a week. We also took the children to the school library to read their poetry books and to the court to explore performance of poems. During intervention, we read through vocalization as a key point to our methodology as well as performance. As a result, we could see that rhythm had reverberated as we read the texts, manifested by knocking the desks, making bird noises among other things. Reading involving body language has increased the expression possibilities, comprehension processes and interactions with poetry. It has also contributed to make the relationship with poetry meaningful, playful and participative.