Poesia e música como aprimoramento da leitura no ensino fundamental

Abstract

This research aims to present proposals to work on poetry with the senior elementary school years, using music as a strategy for this word art renewal in the classroom, and, a result, to reading improvement. This is a qualitative research carried out in two public schools Escola Municipal Dulce Maria Homem, Belo Horizonte, and Escola Municipal Prefeito Sebastião Camargos, in the City of Contagem - with eighth grade students from Elementary School II. Thereunto, this work goes from questionnaires for students and teachers of the mentioned schools, probing their conception of poetry. In a second stage, we tried to reflect on a situation of poetry in school, highlighting themes such as reading selection criteria, mediation and teacher reading property, a use of poetry for the textbook, an approximation of poetry with the social context as a form reviewing and revising proposals of a liberating school, the role of the reader, a relationship between reading and writing. In the third phase, we sought to highlight the fundamental features of poetic language such as the role of poetry in contemporary society, an internal poem structure (phonic strata, morphosyntactic, semantic, a relation of sound and meaning, and images), the relation between poetry, social context and subjectivity. Furthermore, in a fourth stage, we go through a relationship between a song and a poetry, tracing a panorama of MPB and showing how this genre gradually approaches the poetic. It was enlightened that some musical elements such as pauses, orality, voice, rhythm, associated with traits of poetry as an arrangement of words on the page, such as vocabulary games, such as optical, phonic, morphosyntactic and semantic layers are major tools to improve the reading process. From the relation of poetry to a song, highlighting the role of orality, it was concluded that there is a need for the voice and its installation thus leveraging the reading. Besides, we developed some reflections on a pure music, with its sound layer, rhythmic, connected to the subjectivity. We explored, in the fifth phase, five workshops, poetic texts and MPB songs. The workshops allowed students to immerse themselves in the body-word-sound-image relationship, to reflect an internal and an external structure (social context) of the poem, leading students to practice poetry with pleasure. Methodologically, a mediation of the activities for the workshops was based on the letramento literário defended by Cosson (2014), based on the Basic Sequence, composed by the stages: motivation, reading (orality), introduction, internal interpretation, contextualization, external interpretation - (expansions). At the end of the study, a review was performed between the initial and final questionnaire, evaluating an evolution in the conception of poetry and in the ability to read poetic texts by the students, which was confirmed by the research.