O encantador de palavras: poesia de Manoel de Barros e formação do leitor na segunda fase do ensino fundamental

• Ano de defesa: 2022
• Autor(a) principal: Isaias, Fernanda Gomes Pacheco
• Orientador(a): Silva, Célia Sebastiana da
• Banca de defesa: Silva, Célia Sebastiana da, Lima, Clêidna Aparecida de, Felizardo, Alexandre Bonafim
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Ensino na Educação Básica (CEPAE)
• Departamento: Centro de Ensino e Pesquisa Aplicada à Educação - CEPAE (RMG)
• País: Brasil
• Palavras-chave em Português: Texto poético; Manoel de Barros; Poesia em sala de aula; Formação do leitor
• Palavras-chave em Inglês: Poetic text; Poetry in the classroom; Reader training
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/13563

This work is the result of a research developed in the course of Professional Master's Stricto Sensu in Teaching in Basic Education of the Center for Teaching and Research Applied to Education (CEPAE) of the Federal University of Goiás (UFG), campus- Goiânia, addresses the contribution of poetry of Manoel de Barros in the formation of the reader in the second phase of the basic education. This research seeks to investigate why children have stopped reading poetry and, mainly, how the school can promote this reunion between the poetic text and the reader. The Monsenhor Angelino school, in the city of Inhumas - Goiás, was chosen with the eighth grade class for the application and investigation of the research. The concern with the formation of readers and, more specifically with the poetry reader, is the main motivation for the development of this research. With this, it aims to investigate how the stimulus to the practice of poetry reading is provided to young people, as well as how to develop creativity, sensitivity and criticality, thus achieving the main objective, the formation of the poetry reader. Thus, the research presented consisted of two stages, the first of bibliographic analysis with the elaboration of two chapters dedicated to the study of the theoretical contribution on poetry in the classroom, the formation of the literary reader, the ludic in the awakening of poetry , and the poetry of Manoel de Barros. In the second stage, it consists of meetings of workshops for reading the poetry of Manoel de Barros held at the school-camp. For the development of the research, it was guided by the theoretical assumptions of Zilberman (1985), Candido (1995), Todorov (2009), Paz (1982), Bloom (2001), Adorno (1983), among others. Data collection took place through observation of the participants, readings of poetic texts by Manoel de Barros such as “Oficina” and “Obrar” and others present in the works “Poesias Completas” and “Memórias Inventadas: a Segunda Infância”, from written productions in relation to the activities applied and the exhibition of the activities carried out in a soiree of virtual poetry. Finally, when analyzing the data, an educational product was developed, in the form of an e-book, "Desenhos Verbais de Manoel de Barros: poesia na sala de aula" contemplating through reflective narratives and sharing the experience gained by the students.