A recepção de poemas de Sérgio Capparelli em sala de aula: uma vivência com alunos do 4° ano do ensino fundamental.

Abstract

This research presents an investigation of the reception of poems by Sérgio Capparelli, in the classroom, with students of the 4th grade of Elementary School, from the experience with literary reading, using a methodological perspective that privileges the interaction text x reader. Thus, we have as general objective: To study the reception of children's poems by Sérgio Capparelli, in a 4th grade class of Elementary School I. And as specific objectives: 1. Perform the reading of children's poems; 2. Reflect on the creation of dramatic games, based on literary reading; 3. Check the ways readers interact with the poems. We base ourselves in Abramovich (2004), Bordini (1986), Espeiorin and Ramos (2018) to reflect that it is through reading that the literary experience is presented in each individual, enabling the student - reader the fantasy, the sensitivity and the Reading pleasure. According to Pinheiro (2007), Cademartori (1986) and Silva (2014), the earlier the rapprochement between reader and poetry, the greater the chances of arousing pleasure and creativity. We are based on the theory of Jauss (1979), because it values ​​the reader as an essential part of the reading process, highlighting the aesthetic dimension of reception. Our work is characterized as bibliographic research and action research. The research was conducted with the 4th grade class of Elementary School I of Padre Antonino Municipal School, located in Campina Grande - PB. Initially, we watched the class for a few weeks, to get closer and create the least link, then we performed the intervention itself, worked with an anthology of Capparelli poems, selected according to characteristics such as: musicality, rhymes, rhythm, presence of animals that helped spark student participation. The research methodology consisted of: 1- Oral reading of the poems; 2- Shared reading of the poems; 3- Playful experiences with poems from illustrations, drawings, imitations and dramatic games. The research results revealed that the students were involved with the reading of the poems and that the interaction, based on the proposed methodology, was favorable for the perception of the elements that permeate the poetry, besides having allowed playful and pleasant experiences with the poetry. poem.