FÉLIX, A. M. S.; http://lattes.cnpq.br/2945438824281356; FÉLIX, Albaneide Maria da Silva.
Resumo:
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.