O microne e o poema: leitura de canção e escuta de poesia no 9 ano do ensino fundamental II

Abstract

This work seeks to investigate and reflect on the practices of reading the poetic text in Elementary School, with regard to the teaching of poetry and the relationship it presents with the song genre, through a proposal of pedagogical intervention specifically in the 9th grade, in a public school in Ananindeua-Pa. The organization of this work is divided into two stages. The organization of this work is divided into two stages. The first discusses the theoretical framework involving the concepts of reading literature, the role of literature in human development and pedagogical practice. In this first stage, we used the theorists Antonio Candido (2004), Tzyetan Todorov (2009), Terry Eagleton (2003), Tereza Colomer (2007), Luzia De Maria (2016). For the study of poetry and the relationship with the school space, Helder Pinheiro (2018), Lígia Cademartori (2012), Rildo Cosson (2009), Regina Zilberman (2008-2012) were used. About the song at Moura school (2009), Tatit (1998). About the Hip Hop movement we use the works of Allyson Garcia (2007), Angelini (2020). To talk about poem, song and its elements Otavio Paz(1990), Antonio Candido(1993) and Said Ali (1999). In the second moment, we will present the didactic proposal as a possibility for working with poetry reading in the 9th year of elementary school. In general, we seek insights on issues of poem teaching and the association with the song genre, specifically with the popular genre RAP, and teaching practices in Elementary School. The proposal will feature the following poetic texts: Ismália (Alphonsus de Guimarães), Fundação casa (Sérgio Vaz) and Quebranto (Cuti) and the song Ismália (Emicida). The interest in investigating this subject is justified by the attempt to contribute to the debates regarding the use of literary texts, specifically the popular song as an autonomous object of poetic appreciation, in the teaching of literature and in the promotion of literary literacy.