A leitura literária como expressão da subjetividade: poesia e música na sala de aula do 8º ano do ensino fundamental

Abstract

This research presents an intervention proposal developed at the Municipal School Vereador Antônio Duarte Lopes, with 8th grade students from Elementary School. Recognizing the difficulty of working with literary reading in Elementary School aggravated by the post-pandemic context and the excessive use of technologies, I sought to stimulate students' interest with activities that included reading poems and their musical versions. The theoretical foundation for guiding this process was based on the concept of cartography, formulated by Gilles Deleuze and Felix Guattari in A Thousand Plateaus (1980), and later developed by a group of Brazilian researchers (ESCÓSSIA; KASTRUP; PASSOS, 2015). Cartography starts from the re-signification of the concept of methodology and subverts it to the extent that there are no rules or pre-established objectives, but rather a trace of the goals to be achieved to be outlined during the journey. For this reason, conversation circles, due to their spontaneity and decentralization, were chosen as a privileged space for exchange and sharing among students, their readings, and singular experiences. From this intervention proposal, it was found that it is possible to involve Elementary School students with literary reading, based on ludic activities, which, as observed, aroused interest, curiosity and participation in the proposed activities.