A criação estética da poesia infantil de José Paulo Paes

Abstract

The reader is considered a fundamental part of the reading process, as he or she is responsible for attributing meaning to the text. In this way, the literary work only becomes concrete in the relationship between the text and the reader, that is, when the work is experienced in the reader's consciousness. Based on this, this dissertation aims to highlight the aesthetic-compositional construction of José Paulo Paes' children's poetry, specifically in the poems Convite and Paraíso from the work Poemas para Brincar (2011) and in the poems Raridade and Barriga cheia, from the work Olha o Bicho (1993), in order to reflect on their importance for the formation of readers. The research is based on the studies of Compagnon (2010) and Eagleton (2001) and the Theory of Aesthetic Effect, formulated by Wolfgang Iser (1996, 1999), which describes the act of reading and the effect that a literary text has on the reader, when the literary work is realized in this dynamism between the text and the reader, showing that the text is realized through the “receptive consciousness”. In addition, this research will delve into a study on the formation of the literary reader based on, among others, studies by Colomer (2003, 2007, 2017), Candido (2006), Zilberman (2012, 1991); on children's poetry based on Bordini (1986), Paz (1982), Lajolo and Zilberman (1984, 2011) and Ceccantini and Aguiar (2012); about illustration in children's books based on Dondis (2007), Salisburys and Styles (2013), Ramos (2018); about the aesthetic creation of José Paulo Paes' poetry, with Silva (2001), Silva (2016), Duarte (2001) and the importance of this type of poetry for the formation of the literary reader. This qualitative study is of the exploratory type and has as its procedure the bibliographic research and investigates the field of Literary Readings, specifically Children's Literature. From the readings and analyses of the poems we found that José Paulo Paes' children's poetry manages to balance the playful and pedagogical aspects of children's poetry, encompassing characteristics such as poetic play, humor, sensitivity and simplicity of language present in the elaboration of the linguistic resources and the themes addressed in his work, creating diverse possibilities of reflection for his audience, which is a fundamental part of his poetry and which maintains a place of prestige throughout his work. Therefore, we hope that the reflections raised here will serve to encourage new studies on the children's poetry of José Paulo Paes, thus serving as a new theoretical framework for future studies and academic research.