Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-11-06T19:42:55Z No. of bitstreams: 1 GilvaniaRodriguesMachado_DISSERT.pdf: 9292191 bytes, checksum: bef92329bd07a6582024da13e4462995 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-11-20T21:25:17Z (GMT) No. of bitstreams: 1 GilvaniaRodriguesMachado_DISSERT.pdf: 9292191 bytes, checksum: bef92329bd07a6582024da13e4462995 (MD5) / Made available in DSpace on 2017-11-20T21:25:17Z (GMT). No. of bitstreams: 1 GilvaniaRodriguesMachado_DISSERT.pdf: 9292191 bytes, checksum: bef92329bd07a6582024da13e4462995 (MD5) Previous issue date: 2017-03-27 / Esta pesquisa trata de uma reflex?o sobre a abordagem do texto liter?rio em sala de aula, em especial a poesia, marcada por diversos equ?vocos e ancorada em leituras roteirizadas presentes nos livros did?ticos, que silenciam os sentidos do texto e n?o promovem um efetivo encontro do leitor com a obra liter?ria. Por meio de um projeto de interven??o, aplicado no 8? ano do Ensino Fundamental II, da Escola Municipal Maria Fernandes Saraiva, situada no munic?pio de Parnamirim-RN, este estudo visa a uma ressignifica??o dessa pr?tica e, para isso, prop?e um di?logo entre os poemas de Zila Mamede, Carlos Drummond de Andrade e Manuel Bandeira, que t?m como fio condutor a representa??o da inf?ncia. O elemento motivador para o estudo dos poemas ? um conjunto de cartas de Drummond para Zila Mamede; e de C?mara Cascudo para M?rio de Andrade, correspond?ncias liter?rias que, de forma direta e indireta, est?o relacionadas com a tem?tica dos poemas. Esse projeto objetiva a produ??o de uma antologia po?tica, com capa cartonera, como sugest?o de material did?tico para o professor, e, dessa forma, contribui para sua autonomia na sele??o dos textos liter?rios trabalhados com os alunos. Para fundamentar a reflex?o sobre o ensino de Literatura e Poesia, o aporte te?rico-metodol?gico ? constitu?do, prioritariamente, dos estudos de Rildo Cosson (2007), H?lder Pinheiro (2002; 2009; 2014), Edgar Morin (2005), Antoine Compagnon (2009), Todorov (2009), Antonio Candido (1995), Ara?jo (2014) Cereja (2005). N?brega (2012). A an?lise dos poemas ? fundamentada, principalmente, nos estudos de Gaston Bachelard (1996), Sigmund Freud (2014), Ruben Alves (2004), Andr? Pinheiro (2012), C?mara Cascudo (2003), Alexandre Alves (2013). A pesquisa pretende comprovar que a experi?ncia com os poemas e as cartas em sala de aula, mediante uma abordagem dial?gica, contribui para resultados exitosos e possibilita ao aluno - o leitor -uma experi?ncia est?tica por meio do seu encontro com o texto. / This research reflects on the approach of the literary text in the classroom, especially the poetry that has been marked by several misunderstandings and anchored in the scripted readings of the textbooks, has silenced the senses of the text, not promoting an effective encounter of the reader with the literary work. Aiming at a resignifcation of this practice, this intervention project applied in the Eighth Grade of Elementary School Two, at the Maria Fernandes Saraiva Municipal School, located in the municipality from Parnamirim, RN State, establishes a dialogue between the poems of Zila Mamede, Carlos Drummond de Andrade and Manuel Bandeira, having as a conductor the representation of childhood. The motivating element for the study of poems was a set of letters from Drummond to Zila Mamede; and from Camara Cascudo to Mario de Andrade. These literary correspondences are directly and indirectly related to the theme of the poems. The final product is the creation of a poetic anthology with carton cover, as a suggestion of didactic material, since it contributes to the teacher? s autonomy in selecting the literary texts to work with his students. In order to base our reflection on the teaching literature and poetry. The theoretical-methodological contribution relied primarily on the studies of Rildo Cosson (2007), Helder Pinheiro (2002;2009;2014), Edgar Morin (2005), Antoine Champagnon (2009), Todorov (2009), Antonio Candido (1995), Araujo (2014), Cereja (2005), Nobrega (2012). The analysis of the poems is based mainly on the studies of Gaston Bachelard (1996), Sigmund Freud (2014), Ruben Alves (2004), Andre Pinheiro (2012), C?mara Cascudo (2003) and Alexandre Alves (2013). This research proves that the experience with poems and letters in the classroom, based on a dialogic approach, contributes to successful results, enabling students to try an aesthetical experience through the encounter of reader and text.