Strategies of reading and reception of Cecília Meireles' work: methodological contributions to the teaching of poetry

Author(s)

Raquel Sousa da Silva

• Document type: Master's Dissertation
• Press: Presidente Prudente. 2020-04-14.
• Institution: Universidade Estadual Paulista (Unesp). Faculdade de Ciências e Tecnologia. Presidente Prudente
• Defense date: 2020-02-28
• Advisor: Renata Junqueira de Souza

Abstract

This study is linked to the research line “Formative Processes, Teaching and Learning” of the Graduate Program in Education at São Paulo State University (Unesp), Faculty of Science and Technology, Presidente Prudente. The proposal of this research centralizes the teaching of poetry in the school environment, with an emphasis on the students reading reception and on the analysis of how learning happens in the comprehension and awareness process of reading. Considering literature and its teaching, with the motivation for choosing a poet and educator who dedicated her life to issues involving education and art, this discussion aims to deepen the studies on the poetic work of Cecília Meireles (1901-1964) , especially by means of its most renowned title for childhood, Ou isto ou aquilo (2012), as well as the defense of its permanence in Brazilian scenario and the analysis of its reception in the school space. We propose the elaboration and execution of methodological possibilities based on Strategies of Reading that meet an adequate training of the reader, in order to analyze the reception of Cecília's lyric as a contribution to the studies that centralize poetry and its teaching. For this journey, some authors who are careful with the nature of the poetic text or are concerned with the work of this genre in the classroom collaborated in our investigations, such as Bordini (1991), Trevizan (2002), Alves (2018) and Souza (2012). Contributions on the Aesthetics of Reception (Jauss, 1979; 1994), on the Theory of the Aesthetic Effect (Iser, 1996; 1999) were necessary to theoretically base our research when we think of reading reception. Regarding teaching methodological proposals, support based on the Metacognitive Strategies of Reading Comprehension was necessary, based on the contributions of Solé (1998) and Girotto and Souza (2010). In this sense, the results point to the disruption of behaviors that treat the poetic text as inferior compared to others in the school environment, such as reducing it to an object for teaching of grammatical norms or the structural analysis of the poem with an end only in itself, without reflection etc. With the qualitative change in the profile of the poetic reader, we were showing that it is possible to read and, above all, humanize, students through poetry, with a mediation in order to contribute with methodological procedures in the construction of meanings of the literary text. (AU)

• FAPESP's process: 18/02827-3 - Strategies for reading and reception of the work of Cecília Meireles: methodological contributions for the teaching of poetry
• Grantee: Raquel Sousa da Silva
• Support Opportunities: Scholarships in Brazil - Master