POESIA EM SALA DE AULA: UM DESAFIO PARA O PROFESSOR, UMA EXPERIÊNCIA PARA O ALUNO

Abstract

This work was developed after realizing that poetry has little space in the teaching of literature in the classroom. The predilection for prose even accompanies the development of textbooks, which do not provide much space for teachers to work more deeply with the genre in question. This evidence is based on what has been presented by Hélder Pinheiro (2002), who presents the demotivating way in which students receive poetry in the classroom. We also used Annie Rouxel's (2013) discourse on the subject, revealing that it is essential for teachers to initially understand themselves as readersubjects, so that they can be a trainer of readers. We complete this analysis with research carried out by Gabriela de Oliveira (2006), which revealed that the teacher's experience with reading can reverberate in their didactics with their students. So, based on this problem, we ended the work with a pedagogical proposal that recommends strategies that can contribute to enriching the teaching of poetry reading. To do this, we used what Eliana Oliveira (2018) developed about the performative method to present a pedagogical proposal in line with what Rildo Cosson (2014) suggests as a basic sequence.