Poesia e dança: uma perspectiva para o trabalho com o poema no Ensino Médio.

Abstract

Working with the poem at secondary school level has almost always been linked to the teaching of period styles. In addition to its limited presence, especially in textbooks, it appeared to illustrate belonging to one or other period style. Even after the appearance of important documents, such as the OCEM (2006), poetry continued to appear in a limited way in teaching. Recently, with the implementation of the BNCC (2017), there is the possibility of interdisciplinary work. Our general objective is to reflect on the approach to the poem in high school textbooks and to discuss possibilities for experiences with poems that dialog with the theme of dance. We seek to answer the following questions: Is it possible to work on new perspectives in the teaching of literature based on the poem? Can the dialog between readers, poetry and dance contribute to the formation of readers of literature? The theoretical and methodological orientation that contributes to the research is based on the reflections of Kefalás (2018) and Zumthor (1997 and 2002) to understand the performative method, which enables oral and corporal play with the poem. Aguiar and Bordini (1988) broaden the horizons in relation to the formation of the reader and their expectations in the theoretical path of the reader's relationship with the text. Pinheiro (2007 and 2018) helps us to visualize Poetry in the classroom, taking his research as a starting point to suggest scenarios in which poetry and dance find space from the openness that the poem provides. We hope to contribute to reflecting on different ways of bringing the poem into the classroom, whether working with a textbook or material prepared by the teacher, and its important role in the formation of the reader.