De calça curta e chinela: a poesia de Antônio Francisco na sala de aula.

Abstract

This research has as objective to analyze cordéis by Antonio Francisco, focusing the social critical and to carry out group reading sessions at Elementary schools with students in the first grade. During the experience with cordéis in the classroom evaluate the students' reception of these poems in the reading the light of two categories: orality and criticism social. The main theoretical premises that informed our study were based on reflections regarding Reception Aesthetics by Jauss (1994) and Iser (1979). With regard to the theoretical-methodological orientations for reading literature in the schools, we used Colomer (2007), Petit (2008), Pinheiro (2007), as a basis, as well as official documents found in the Curriculum Guidelines for Middle School (2006) and the Curriculum References of Paraíba for Middle School (2006). Referring to the study of poetry, we concentrate on the theories by Bosi (1977), Eliot (1991), Paes (1996) and Thomson (1977). As regards the social criticism bias admitted in Candido (1972), Carpeaux (1999) and Gullar (1989). To reflect on popular culture and cordel literature and its teaching, we adopt to studies Abreu (1999), Ayala (2010, 2011), Burke (2010), Galvão (2001), Marinho and Pinheiro (2012), Matos (2010), Pinheiro (2008a, 2008b, 2011), Ribeiro (1986), Rodrigues (2006), Terra (1980) and Zumthor (2001). In the course of our research, we observe that the cordel by poet, besides the tone of social criticism that make us reflect on the contemporary man, also have a lyricism with personifications, taking the reader to wander in the world of fantasy poetic. Upon reading the cordéis in the classroom, we found that the identification of students with leaflets was formed from the expressive oral reading facilitator and students (gestures, imitations of certain sounds and words of personage of the cordéis read) and mobilization of prior knowledge. Our experience with the cordéis proves that the literary text becomes more meaningful to the student / reader is enabled when the socialization of reading.