Navegando por Autor "Francisco, Jacqueline Barros,"

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    Dissertação
    Quando a poesia vai à escola: prática com o Círculo de Leitura nos anos finais do Ensino Fundamental.
    (Universidade Estadual do Norte do Paraná, 2025) Francisco, Jacqueline Barros,; Brandileone, Ana Paula Franco Nobile,; http://lattes.cnpq.br/2538585613381255
    Given the contemporary challenges for and in the training of literary readers and the need for methodological tools to promote the practice of reading poetry in the classroom, this study aims to develop and implement a didactic proposal centered on literary literacy. It is a qualitative, interpretative, and interventional study based on bibliographic and documentary methods with content analysis, which was developed with 6th-grade students at a municipal school in the city of Ourinhos, São Paulo state. Four poems by different authors and production contexts were selected as the object of study, analysis and reflection: “Tem tudo a ver” by Elias José (2002), “Ou isto ou aquilo” by Cecília Meireles (2012), “Pessoas são diferentes” by Ruth Rocha (1993) and “Porquinho-da-índia” by Manuel Bandeira (2005). Based on this, four didactic proposals were developed, adopting the structured Reading Circle (Cosson 2021b; 2022) as a methodological strategy. Due to the accumulation of activities in the school calendar and the end of the school year, only the first two proposals were implemented. Given this scenario, we sought to answer the following research question: Is the Reading Circle methodology effective in being implemented in the context of public schools and promoting the schooling of literary reading, emphasizing the mediation of poetry reading? To this, the work was based on studies related to the place of literature in the school environment, the mediation of literary text reading, and the defense of poetic text reading in the classroom. As a result, a pedagogical notebook was produced, consisting of the four didactic proposals, from which it is hoped to promote the appreciation of poetry and new practices for teaching literature, as well as contribute to the strengthening and expansion of literary education in the school environment.