A poesia visual na formação de leitores

Abstract

The present work is a proposal for a pedagogical intervention in the teaching of literature, more specifically, visual poetry, in a class of 7th grade of elementary school in a public school in the municipality of Duque de Caxias, state of Rio de Janeiro. In order to observe the appropriation and interest of the texts by the students, the knowledge of other arts, as well as the development of individual and collective production of authorial and critical texts. The qualitative research intended to investigate how visual poetry, through the methodology of the didactic sequence, can expand the student's reading capacity and make him an authorized subject to build readings and texts. The study aimed to improve reading and the individual and collective production of visual poetry, culminating in the painting of a large mural in the external area and border space of the school. From the intervention proposal and its realization, it was found that it is possible to motivate the reading of literature in elementary school students, using visual poetry as a starting point. Because of its marks and singularities, visual poetry aroused the curiosity of young students, in the process of formation, expanding their interest in poetry and the use of languages. This appropriation of the text by the students can significantly affect their lives.