Letramento literário através de leitura e modulação digital de textos poéticos em sala de aula

Abstract

This proposal aims to corroborate the expanded reading habits of students in the final two grades of elementary school, through a literary literacy procedure and hands-on modulated sound experiences with an anthology of poems that consider different literary configurations. To this end, we developed a proposal based on the basic sequence of Cosson (2018), his ways of reading literature (COSSON, 2019) and the approaches to literary reading by Pinheiro (2018) and Dalvi (2013). In addition, we are guided in the light of contributions from semiotic studies, such as Peircean studies as applied in translations led by Plaza (2003) and Greimasian studies as used in the research initiated by Tatit (1986) in song semiotics. We also have contributions on scenic performance by Stanislavski (1976) and performance by Zumthor (2002), of scene music from Tragtenberg (2008), as well as approaches of textual multimodality in Riberiro (2016), in the conception of vital essentiality of literature defended by Candido (2006), on collaborative principles of “maker culture” and active learning methodologies, and always in accordance with official documents aimed at Brazilian education. As a corpus of analysis, we set up a poetic anthology with texts by different authors and on different platforms, taking advantage of multimodal texts and youth protagonism in intersemiotic transmutation experiments. It is expected that this approach with literary works combined with the possibilities of working with new technologies will contribute to the formation of the reader of poems in the classroom from the perspective of literacy.