Convite ao poema afro-brasileiro: uma proposta de leitura na perspectiva do letramento literário

Abstract

This research, of descriptive and propositional nature, brings a methodology of reading practice of the literary text focusing on the formation of readers in elementary school in 9th grade class. The study is dedicated to the poem genre in the practice of literary reading in the classroom and is based on the understanding that the poetic text, as a language loaded with meanings, contributes to the development of reading education from the perspective of literacy. The proposal has as its object of study poems from Afro-Brazilian literature, as a way of proposing a dialogue about black literature, as well as working on literariness and the possibilities of meaning, focusing on the playful and enriching potential of the aforementioned literary genre. Thus, the goal is to provide reading skills of the poetic text, stimulating a taste for reading poems, within the perspective of literary literacy and multimodality. To this end, it is necessary to use workshops as strategies for the practice of reading and production of poems associated with technological tools for the production of poemfics. To this end, the theoretical foundation relied on the assumptions of the studies of Solé (1998), Gil (2002), Cosson (2021), Pinheiro (2018), Sorrenti (2009), Macedo (2021), Colomer (2007), Dalvi (2013), Ribeiro (2021), Jenkins (2013), Vargas (2015), Duarte (2022), Negreiros (2017) and Cuti (2010). The relevance of this study lies in the proposition of a more effective contact with the poetic genre capable of contributing to the formation of reading skills, aiming at literary literacy. In addition, to understand expressions of Afro-Brazilian literature whose theme has great importance for the classroom debate, in order to enable the re-signification and valorization of Afro-Brazilian culture and the construction of self-esteem and breaking prejudices.