No mundo das palavras : experiências poéticas de linguagem na educação básica.

Abstract

This dissertation is a narrative study of the experience of poetic language in the Municipality of Chapadinha, located in the interior of Maranhão. The interest in this research emerged from the concerns of questioning poetic language in the fragile encounter between school and the poetic dimension of language. In order to understand the presence of poetic language at Colégio Nossa Senhora de Fátima (CONSEF), the writing begins with a phenomenological description of the intersection between Education and Literature in the final years of Elementary Education. The issue arises from understanding the importance of the experiences that words and images provide for the construction of meanings related to being and existing in the world. What role does poetic experience play in the space and time of the classroom and the school? How can we create opportunities for the poetic experience in the school as a literary experience? This writing stems from my teaching experience in the Portuguese Language curriculum component over seven years in Elementary Education at a private school. The study aimed to narrate the teaching experience with a focus on the experiences provided by the 'PalavrArte' exhibition, produced and presented by ninth-grade students in 2022. The methodology follows a descriptive perspective to narrate the meaning of questioning poetic language in the context of Basic Education as a proposal to live the experience of language within the space and time of the school, reflecting on what we can be in the world, what we can learn, say, narrate, and write. This perspective is supported by the dialogue with Merleau-Ponty (2018), Paul Zumthor (2018), Tzvetan Todorov(2021), Élie Bajard (2014), Cecilia Bajour (2012), Graciela Montes(2020), Jorge Larrosa (2018), Paulo Freire (2011), and José Contreras (2010), who allowed for the exploration of the encounter between literature and the school as an intertwining of reading and lived knowledge, emphasizing the importance of poetic texts in school as a means of paying attention to the experience of the world.