Literatura de cordel: o encontro entre a criança e a poesia na escola.

Abstract

Available studies on the mediation of Cordel Literature in the classroom show that this genre makes an important contribution to the formation of readers. However, it needs to be understood as literature and not as a kind of “recipe” to be followed. In this sense, this research has as its main objective to analyze the reception of the cordel texts Papo de Sapo, by Hadoock de Aninha, and O Bicho Folharal, by Arievaldo Viana, by students of the 5th year, of the First Stage of Elementary School, in a public institution of teaching, in the urban area of the municipality of Gado Bravo/PB and as specific objectives: to observe how the experience and mediation of Cordel Literature texts occurs in the classroom in a public institution, in the municipality of Gado Bravo/PB; investigate the possible contributions of texts from cordel literature, centered on the theme of animals, for the formation of readers in 5th grade classes of the First Stage of Elementary Education; verify, from the development of reading workshops, based on performative reading and the creative method, the involvement of children with the referred cordel works, discussing aspects such as: reception, creativity and performance in the development of activities with this literature in the classroom of class. Our proposal sought to answer the following research question: how is the reception of Cordel Literature (texts centered on the theme of animals) and how this can contribute to the formation of readers in 5th grade classes, in the First Stage of Elementary School, of a school in the urban area, in the municipality of Gado Bravo in Paraíba? Therefore, our research resorts, as a theoretical contribution, to scholars such as Robert Jauss (1994) on the Aesthetics of Reception, Zumthor (2007), on performative reading, and Bordini and Aguiar (1988), on the Creative Method. For the discussion about Cordel Literature, we turned to scholars such as Abreu (1999), Marinho e Pinheiro (2012), Pinheiro (2013, 2018, 2020). About reader formation and mediation in the classroom, the work is based on authors such as Vygotsky (2007), Zilberman (2003), Rouxel (2013) and Coracini (2005), as well as on the National Common Curricular Base for the Elementary School (BNCC-EF, 2017), as an official curriculum document. During the experience with cordel texts, which address the theme of animals in the classroom, we observed the relationship between Cordel Literature and the readers formation in this phase in an encouraging way, when devoid of purposes of domination of the learning subject. With regard to discussions in the educational scenario about this literature, we observe that the genre is constantly changing and its presence at school is becoming more and more frequent, although the effective reading of these texts in the classroom still happens in a timid way. We also believe that the theme of animals constitutes an important contribution to the work with literary texts at school, since it is capable of awakening children's interest and enabling the expansion of their horizons of expectations, facilitating the process of teaching-learning about the literary text / cordel.