Made available in DSpace on 2016-04-04T18:32:46Z (GMT). No. of bitstreams: 1 Cynthia Agra de Brito Neves.pdf: 1079788 bytes, checksum: fd6d004c284c30a3c2d4488d3bb183fe (MD5) Previous issue date: 2008-08-04 / This study is part of the line of research of Pedagogical Practices and the Formation of the Educator. It shows how poetry has been worked into high school literature classes in public and private schools in the State of S?o Paulo and how contemporary student readers have accepted poetry texts. Interest in this research came from the teacher-researcher who, as a lover of poetry, shares poetic readings with her students and observes the surprise and enchantment that the poetic text can offer to dynamics in the classroom. Initially, theoretical references were sought that could justify the importance of ethics and esthetics for teaching art, poetry and erudite literature in the schools; this was followed by an historical reflection about the roots of poetry in the Greco-Latin tradition, as well as studying the nascent relation between poetry and education in ancient times until the arrival of this pedagogical tradition in national soil. Also, according to an historical perspective, certain moments were pointed out concerning significant changes in the history of reading, books, literature and the concept of poetry in education from ancient times to the modern era. Afterwards, empirical research was done using the methodology of taped oral interviews with teachers of Portuguese in both types of schools in the State. The purpose was to investigate what they understand as poetic and how to create teaching-learning of literature through poetry in the schools where they teach, which led to running into criticism and suggestions from the educators. The voice of the teachers was analyzed in dialogues with authors of educational theory and education. The conclusion was that poetry, reflection on language, non-submission and pleasure deserve privileged space in school discourse. / Esta disserta??o, inserida na linha de pesquisa Pr?ticas Pedag?gicas e Forma??o do Educador, mostra como a poesia tem sido trabalhada nas aulas de literatura do Ensino M?dio de escolas da rede p?blica e privada de ensino do estado de S?o Paulo e como os alunos-leitores contempor?neos t?m recepcionado o texto po?tico. O interesse por esta pesquisa nasceu da experi?ncia da professora-pesquisadora, que ? amante da poesia e, portanto, compartilha leituras po?ticas com os alunos, atentando para o estranhamento e para o encantamento que o texto po?tico ? capaz de proporcionar nas din?micas em sala de aula. Buscaram-se, inicialmente, referenciais te?ricos que justificassem a import?ncia ?tica e est?tica de se ensinar arte, poesia e literatura erudita na escola; em seguida, uma reflex?o hist?rica acerca das ra?zes da poesia na cultura ocidental greco-latina, bem como pesquisou-se o ber?o da rela??o poesia-educa??o na Antig?idade at? o ingresso dessa tradi??o pedag?gica em solo nacional. Ainda dentro de uma perspectiva hist?rica, foram assinalados momentos de ruptura que mudaram significativamente a hist?ria da leitura, do livro, da literatura e da concep??o de poesia na educa??o, da Antig?idade ? Idade Moderna. A partir de ent?o, chegou-se ? pesquisa emp?rica, cuja metodologia consistiu em entrevistas orais gravadas com docentes de l?ngua portuguesa de ambas as redes de ensino do estado, a fim de investigar o que entendem como po?tico e como se constr?i o ensino-aprendizagem da literatura atrav?s da poesia nas escolas onde lecionam, deparando-se, neste processo, com cr?ticas e sugest?es dos educadores. Analisou-se a voz dos professores em di?logo com autores da teoria liter?ria e da educa??o para se concluir que a poesia, linguagem de reflex?o, insubmiss?o e prazer, merece espa?o privilegiado dentre os discursos escolares.