Strategies for reading and reception of the work of Cecília Meireles: methodological contributions for the teaching of poetry

Abstract

Considering the need of literature in the classroom and taking into account the aesthetic effects that poetic language is capable of offering, the perspective of this proposal is based on contributing to the conduction of literary education in elementary school. Thus, this project focuses on the teaching of poetry in the school environment, with emphasis on the reading reception of students and analyzing how the learning happens in their process of reading comprehension. Considering this and motivated by the choice of an educator and poet who dedicated her life to issues involving teaching and art, our research aims to deepen the studies on the poetic work of Cecília Meireles (1901-1964), applying it in a room of the first years of elementary school. With this, it will be possible to diagnose whether Cecília Meireles' lyric is read in the school environment and what teaching-learning methodological procedures are performed in this practice. In this way, we suggest the elaboration and application of methodological proposals based on Reading Strategies that aim to promote the formation of the reader in the perspective of literary literacy, in order to analyze the reception of the Cecilian lyric as a contribution to studies that focus on the poetry and its teaching. Methodologically, this project focuses on two main perspectives: a bibliographical one, with an in-depth study of Cecilian poetics and a qualitative field, centered on the research-action procedure method, which will take place through elaboration and application of methodological proposals of teaching from Strategies of Reading. In order to carry out the research, it will be necessary to make a selection and visit (s) to some school (s) in the public school of the municipality of Presidente Prudente / SP, as well as to the chosen class; with this, we can initiate and deepen the contact with the teacher of the chosen class so that an intervention in the selected classroom is then made. In this sense, action research becomes collaborative for researcher and teacher concomitantly. For this course, some authors who take care of the nature of the poetic text or worry about the work of this genre in the classroom can collaborate in our investigations, such as Bordini (1991), Alves (1995; 2008) and Souza (2012 ). The contributions on the Aesthetics of Reception (Jauss, 1979) and on the Theory of Aesthetic Effect (Iser, 1996; 1999) are necessary to base our research theoretically when we think of the reader reception, since they focus on the idea of a reader who, through of literature, is led to attribute meanings to and from his life; therefore, it is fundamental that when reading the literary text, it should be based on a theoretical-methodological approach that is in keeping with its universe. Finally, with regard to the methodological proposals of the research, it will be necessary to provide support based on Reading Strategies, based on the notes of Solé (1998) and Girotto & Souza (2010; 2017), focusing on three of the strategies during the mediation of cecilian lyrics in the classroom: inference, connection and visualization. In this sense, we aim at breaking the stigmas that treat the poetic genre as inferior to others in the school environment, showing how it is possible the reading and especially human formation of the students through the mediation of poetry and presenting in detail the proposition methodology for the chosen classroom.