Memória e imaginário do vaqueiro na aula de leitura: uma ação docente de valorização da poesia oral na educação básica

Abstract

The teaching of language (gem) based on aspects of Northeastern culture, imagery and identity should highlight the listening / reading of oral poetry present in the textual genres that make up the popular songbook in the Northeast. Given this, a problem is imposed on the researcher who works in the face of Portuguese Language teaching in Basic Education: what is the impact promoted by a mother tongue teaching that considers the practice of reading from the valuation of the socio-cultural and historical aspects of the subjects' location involved with the culture of the Northeast? To answer this question, the study sought, as a general objective, to develop a teaching methodology that would allow students involved in the research to consider reading the text from the socio-cultural and historical aspects, configured as components of the imaginary of the country man, who translates into the popular northeastern songbook. To this end, the research was guided by the following specific objectives: i) to promote student contact with the textual genres of oral and written modalities; ii) elaborate a teaching plan for a job that prioritizes the reading of texts in order to (with the aid of linguistic analysis) revisit the heroic identity of the northeastern cowboy; iii) undertake an analysis that would allow the understanding of the results obtained from the study carried out, highlighting the texts that circulate in the daily lives of students involved with the practice of effective language teaching. The realization of the research found theoretical support both in the official documents Law of Directives and Bases of Education, Nº 9.396 / 1996, LDB, (BRASIL, 1996), PCN + for High School (BRASIL, 2006), Common National Curricular Base, BNCC ( BRAZIL, 2017), which ensure the presence of cultural manifestations in mother tongue teaching; and in Ferrarezi Jr. (2010; 2013), Lenz (2013), Lakoff and Johnson (2002), for the contributions of semantics (Cultural, Cognitive, of Contexts and Scenarios), as well as in Müller and Viotti (2013), Pietroforte and Lopes (2005) and Gomes (2003), for exposing the linguistic phenomena investigated by Formal, Lexical and Structural semantics. With regard to the concepts of performance, oral poetry and mediatization of the voice, authors such as Rodrigues (2011) and Zumthor (2007; 1997) were used due to the relevance of their teachings for language research. Likewise, Pitta (2005), Durand (2002) and Jung (2014; 2016) promoted essential discussions about the imaginary, the collective unconscious and the archetypes that make up the mythical narratives found in natural languages. This study is justified by the relevance of producing knowledge that enriches the training of the researcher teacher in his teaching practice, allowing the guidance of sensitive citizens from the teaching that provides the perception of the production of the updated senses through the language (gem) in use. This research demonstrated that the valorization of local culture by the school, through the reading of texts from the popular tradition, enhanced the teaching of language (gem), since the participants demonstrated (through the activities carried out) the improvement of related skills and competences reading, listening, speaking, writing and reflecting on the language.