“A poesia é um verter que move o caminhar”: experiências de jovens estudantes com a poesia marginal no sarau e na escola

• Ano de defesa: 2024
• Autor(a) principal: Natana Ester Silva Coelho
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; FAE - FACULDADE DE EDUCAÇÃO; Programa de Pós-Graduação em Educação - Conhecimento e Inclusão Social; UFMG
• Palavras-chave em Português: Juventudes; Saraus; Escola; Ensino médio; Poesia; Educação; Poesia escolar; Juventude
• Link de acesso: http://hdl.handle.net/1843/78134

This dissertation analyzes the meanings attributed to the experiences with words by the high school young poets, based on their interactions with the poetry. It comprehends the word as a manifestation of expression, writing, reading, and orality, situated within the dimension of discourse. The research was conducted at a sarau (a soiree; a marginal poetry recitation event) that is holded in a public high school located in a peripheral neighborhood of Barreiro, a regional district in the city of Belo Horizonte, in Minas Gerais State (MG), Brazil. The initial objectives sought the understanding about youth involvement with poetic writing and the poetic performance in interface to the word manifestation (spoken and/or written) in their daily school chores and practices. The researches and the studies that support the theoretical discussion point that the word, the creation, and the expression, through the intermediary of the speech and the writing, are important aspects in the constitution of the Self and in the relationship that the youthoods establish with the world. Leading from this observation, it was revealed the relevance to reflect about the factors that influence and propitiate their manifestation in an environment where their development is privileged — the school institution. The research has a qualitative feature and employs as methodological tools: the participant observation at the poetry sarau in the school, the conducting of a discussion group with young poets and students, and the realization of individual narrative interviews on a biographical focus. The results show that the relationship established between the poetic word and the participation in the poetry sarau, both provide various acknowledgements for young students, whether within the scope of school education or transformations at a subjective level, revealing the potential of the poetry sarau as an educational practice that enhances the awakening of the students critical awareness. The poetry sarau introduces itself as a space where youthful identities are legitimized and as a local where differences are respected, providing exchange experiences at a collective level that are relevant to the school environment. The relationship with poetry became evident as a powerful resource used by young people in social interactions, from the enhancement of their communicative skills, and also in their relationship with themselves, allowing the elaboration between feelings and lived experiences and the development of a positive self-perception. We consider that educational practices that dialogue with the youth cultures, and thus with their realities, when inserted into the school setting, present itself as a possibility of facing the school practices that stigmatize identities and youth groups.