Buscar o jardim secreto : a imaginação e as práticas de leitura literária no ensino fundamental.

Abstract

Reading is always a dynamic activity, never stagnant. It is part of a personal construction, inhabits a unique being, and transcends the experiences engendered with words, becoming hybrid and audacious. In a shared moment of reading, the readers - beings from and in creative power - can enter distinct territories, explore them, and populate them with the radiant gaze of availability and poetic delay in living, looking, and listening to what happens to them. The present research investigated acting by imagination in the book The Secret Garden (2013), by Frances Hodgson Burnett, encountering in the narrative a possible way for the po(i)ethics language to be strengthened in the spaces of literary reading practices, in order to recognize it - the imagination - as a formative dimension of reading learning for educators and elementary and middle school students, because the qualification of the teaching planning can result in an opening for the verticalization of the union between reading, imagination, and school. The study was based on the space-time elements of the imaginarium, proposed by Gaston Bachelard (1993), and in the active reverie of the reader, present in an indispensable pedagogy of education for imagination - suggested by Bruno Duborgel (1992). Through bibliographical and qualitative research, we could experience the long-lived cultivation of oneiric images in that space consolidated in the poetic vigor of language, where the poetic grain spies on the ground and plays, to the musical rhythm of words, the dance on the surface. As researchers, teachers, mediators, and interested people in the creative poetic process of imagination, we include a pedagogical proposal for the approach to the literary work that does not neglect or weaken, in the action of reading, the integration of humans with the symbolic disposition that is intrinsic to it.