Poesia de Glória Kirinus na escola: por que e para quê?

Abstract

Considering the incompleteness of the poetic text and its openness to the reshaping act, in this work, we appreciate poetry based on its liberating nature. Therefore: its stimulus to the capacity of association and the flow of fantasy. At last, the poetry sets itself as a layer-driving element of the unconscious. In this regard, we present theoretical conceptions about poetic texts proposed for children and adolescents. To be developed, this research presents the studies of Averbuck (1988), Bordini (1986), Abramovich (1995), Fronckowiak e Richter (2011), and Bachelard (1989). Furthermore, we developed the analysis of the work "Quando as montanhas conversam/Cuando los cerros conversan" by Gloria Kirinus, which is exposed as an example of the assumptions discussed. In conclusion, our arguments demonstrate how essential is the process to sensitize our perceptions around the poetic and aesthetic components observed toward Gloria Kirinus' work in educational institutions.