Poesia infantil e leitura compartilhada: uma metodologia possível para a percepção do idoso em sala de aula.

Abstract

The research aimed to verify the changes in the social perception of the elderly in students in a class in the 6th grade of elementary school, during the process of assessment of children's poems. The research was divided into three stages: the first, theoretical and critical nature, is exposed in the first two chapters. The first chapter includes reflections on poetry as knowledge (BOSI, 1996; OLIVEIRA, 2013); the nature of the lyric genre (DUFRENNE, 1969); the social function of poetry (ELIOT, 1991); and children's poetry and its peculiarities (AGUIAR, 2001; BORDINI 1986, 2003; PINHEIRO, 2007, 2010; and SILVA, 2010). The second chapter presents a brief history of studies into the Social Perception (ALVARO & GARRIDO, 2006; RODRIGUES et al, 1999) and Social Representation (CHARLES & SILVA, 1998; MOSCOVICI, 1978) as well as the situation of elderly in the world (FERRETO, 2010; MENDES, 2012; MERCADANTE, 2010). The second phase of this research includes the third chapter, which analyzes the representations of the elderly in modern and contemporary children's poems. The third moment, exposed in the fourth chapter of this work, in addition to showing the methodological approaches to performing intervention in the classroom consists of an action research, in which the practice of poetry teaching, based on methodologies which are anchored in Shared reading (COLOMER, 2007), constitutes our object of study. In response to the central question of this research - combined with teaching methodologies that are anchored in shared reading, the Children's poetry can change the social perception of certain readers community about the elderly? - The results show that the assessment of children's poems can change the perception of student readers because it has great potential for a dignified social perception and appreciation of the elderly by the students.