Entre as brincadeiras de roda e o encantamento dos poemas infantis: vivências literárias por alunos do ensino fundamental.

Abstract

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.