Augusto dos Anjos na aula de Língua Portuguesa: ressignificando identidades poéticas através do letramento literário no Ensino Fundamental, anos finais

Abstract

The social scenario is increasingly undergoing transformations, and critical readings of events are necessary. The school has the task of educating its students, in various spheres, among them, the literary, so that these school subjects can move reflexively, in contemporary times. In this context, of great transformations and reflective needs, the poetic (the poem) presents itself as a possibility for students to write, given its reflective content. In this scenario, regardless of form, theme and style, the poetry of Augusto dos Anjos (considered a pessimistic poet, one of his identities), occupies a relevant space in the literary environment, and, discussing it in the classroom, in seems relevant, mainly, in the city where he was born (Sapé/PB). In this sense, the objective was to present a didactic proposal for literary literacy based on Rildo Cosson's Basic Sequence (interpretive/propositional in nature), based on the poetic identities of Augusto dos Anjos, prepared for a 9th year elementary school class, final years, with the corpus being the poems “Under the Tamarind Tree”, “A Esperanza”, “Versos Intimates” and “Saudade”, seeking possibilities for reflection on the identity relationships of Augustinian poetry and understandings of the human condition. The present research was therefore based on discussions and studies by Paz (1982), Candido (2006), Rildo (2019/2020), Pinheiro (2018), Stalloni (2001), Aragão (2009, 2024), ( Vergueiro, Ramos and Figueira (2014, 2010) Guimarães and Batista (2012), Hall (2006), Castells (2018) Melo Filho (1994) and Cézar (2014) The proposal makes it possible to address Augusto's poetics more frequently. dos Anjos at school, since Augustinian poetry is capable of leading the student to an interpretative reflection: both on poetic making and on the world (interior and exterior of the subjects).