O uso do cordel no ensino de gênero nos anos iniciais do ensino fundamental: versos que formam.

Abstract

The present research aims to analyze how the cordel literature can be used in the teaching of gender in the initial years of Elementary School, through a study carried out in 2th and 5th grade rooms of Coronel Joaquim Matos School, in Cajazeiras - PB. To support our proposal of gender teaching through cordel, we use the Parâmetros Curriculares Nacionais (PCN), especifically its specification for the Portuguese Language (1997) and its cross-cutting themes (2000) and the Base Nacional Comum Curricular (BNCC, 2017). This research is characterized as an action research in which its data were collected through the elaboration and realization of proposals of workshops that used the cordel as a mediator of the gender discussions in two rooms of the initial years of Elementary School, 2nd and 5th year. With the accomplishment of this study we were able to realize the relevance of the use of cordel in class, considering its contributions to the literacy of the students, when we found that the cordel encouraged the reading and contributed in the interpretation of texts read by them, we also analyze the aid in the construction of cultural identity and the insertion of gender discussions in teaching, when we noticed that with the reading and interpretation of the cordéis, the students showed that they resignificated their thinking about the genre, thus observing that the cordel has a mediating role of reflection, as was verified in the workshops, in which the students presented, thought and gave a new meaning to their opinions about gender, thus legitimizing the formative value of the cordel.