A poesia lírica na sala de aula sob o viés do Método Recepcional e da Ludicidade numa turma de 6º e 7º anos, em Assis Chateaubriand/PR: interfaces em Arte

Abstract

This study brings in its scope a reflection on lyric poetry in the classroom, focusing on in the issue of pedagogical practice involving reception and ludicity in classes of 6th and 7th years of elementary school final years in a State school of campo in the municipality of Assis Chateaubriand, focusing on remote education. It is intended to discuss how pedagogical practices with lyric poetry, reception and ludicity, used in the classroom, will contribute to the learning become more meaningful and pleasurable for students and to the improvement of the teaching-learning process and, consequently, resignifying the reading training. In this sense, we believe that it was through readings, rereadings and different playful activities in dealing with lyric poetry that we constituted the directions of the work proposal that allowed analyzing both the students' learning and the teacher's point of view. As a basis, we bring the experience of pedagogical practices in elementary school final years, in which we sought to work with the reception method, relating games and games to poems, in order to point out some characteristic elements contained in the Didactic Units through some works put to the fore, valuing the previous knowledge of each student, the imagination, the creativity, autonomy and the particular way of each one expressing himself, mediated by digital technologies, particularly emphasizing the use of the Google Meet platform as a virtual learning environment and its pedagogical potentialities in the reading training of these students. We cite as theoretical reference Paz (2015), Winnicott (1975), Antunes (2000), Averbuck (1988), Luckesi (2000), Huizinga (2000), Cândido (1995), Iser (199 6), Jauss (2002), Aguiar and Bordini (1993), Croce (1997), Hegel (2009), Eliot (1991), Gullar (2006), Goldstein (1995) and Cara (1985). The main results were to expand, in school and in the life of elementary school students final years, playing and playing with lyric poetry, making mediation the way to enhance learning both in reading and writing. With these reflections, we build alternatives that lead teachers to reflect on their education, making them participants in another pedagogical epistemology based on receptive and playful practices in order to share knowledge among the different subjects of learning.