ARAÚJO, D. S.; http://lattes.cnpq.br/0794545116384436; ARAÚJO, Daniela da Silva.
Resumo:
The following study has as a general goal the use of local songs as aestheticliterary
initiation. On its development it is let in consideration that the child has had
some previous contact with the poetry by local songs before getting into school
also by initiating its literacy processes, a suppression of those existences occurs in
order to re-place to the inevitable systematic and pedagogical learning practice. In
this process, the student ends up losing the playful contact considerably. The
specific goals were summarized in three: guiding teachers concerning the children
previously contact with some kind of poetry before the school; demonstrating the
poetical wording task relevance divested of doctrinaire and useful aims observing,
describing and contemplating the students' literary experiences concerning local
songs and infantile poems. For the data collection, approximately four months was
necessary to behold the children's daily scholar in the 1st and 2nd Fundamental
teaching groups in two public schools in Campina Grande city, by registering the
events on a diary field, photographing and voice recording the moments of
interaction among the students. The theoretical bases browsed in that research
sequence were mostly relative to few infantile folkloric manifestations studies, as
well as the academic conceptions investigation regarding the Brazilian Literature
destined to such public, mainly on the infantile poem genre. Beyond those
conjectural lineaments, its conjecture is based on the Aesthetics Reception in
order to consider the students' several reactions by the proposed wording task.
The selected field material passed through analyzes verifying the sort of space
which and how the school has reserved for the poetic games. By the end it may
conclude how meaningful the literary reading tasks in the schools can be by
conducting it in an attractive and continuous way. The receptivity demonstrated by
the students in the two schools indicates a differential in which children feel
involved in the poetic wordings in the scholar atmosphere, it is the manner how the
literary experience is provided to them: if it is offered with no reasons to teach
something related to the program contents, certainly it might be reaching the
readers /receptor. It is expected that the research can contribute with other
teachers' daily which seeks for an uncommon existence among the schools literary
reading; by the experiences here exposed it can continue promoting effective and
affectionate moments with poems reading and, especially, it may realize the
school poetic coexistence importance also considering that is one of the most
responsible for the poetry's (re)encounter with children in the school ambience.