Um novo fazer poético na escola: multiletramentos literários no ensino fundamental

Abstract

This dissertation approaches literature-teaching practices in Junior High School (school stage called “Ensino Fundamental – anos finais” in Brazil), focusing on literary multiliteracies. The research occurred in a state public school in São Gonçalo city, Rio de Janeiro, with sixth grade students. Starting from a structured didactic sequence, poetic texts reading and production was encouraged, covering from traditional poetry to cyberpoetry. The study revealed that digital technologies uses, combined with teaching methodology, can significantly increase students' interest and ability to read and write. Creating cyberpoems and contacting with different textual genres allowed students to get closer to literature, developing critical and creative skills. The pedagogical intervention culminated in production of physical and digital mural with cyberpoems, created by students, highlighting literary multiliteracies transformative potential in teaching practices.