A declamação de poesia como uma prática dialógica na escola estadual são josé operário em Parintins – AM

Abstract

The purpose of this study is to analyze poetry recitation as a dialogical practice at the São José Operário State School, located in the city of Parintins – AM, and its contribution to the development of the general competencies of the National Common Curricular Base (BNCC) and the objectives proposed by the National Curricular Parameters (PCNs). Our main objective is to work the results of the reading reception of poetry recitation workshops, providing a meaningful reading practice experience for elementary school students, more specifically, to identify different poets and poetesses from Brazilian literature as well as giving visibility to Amazonian literature; to instigate elementary school students to write and present their own poems at poetry recital events; to analyze the themes of the poems to the toadas of the bois-bumbá because it is a cultural activity of great relevance to the city. Body expression and oral performance are ways of working on declamation, as they provide students with moments of relaxation and learning, proposing different ways of reading a poetic text. The elementary school students involved in these workshops practiced declamation, giving them new learning experiences and we could see the positive impact of the activities of the workshops. Firstly, in terms of reading training, since reading aloud gives students different perceptions of contact with poetry, and secondly, by stimulating the development of new methodologies for the development of orality and performative expression. This research takes a qualitative approach and its methodological procedure is action research, where those involved in the workshops shared their ideas and the researcher actively participated in the planning and execution of the activities. The selected poems were contextualized with the themes of the toadas of the bois-bumbá Garantido and Caprichoso, to maintain a contact of affective belonging and cultural identity of the students, uniting music and poetry. The theoretical basis for this work is based on studies by Cosson (2021), Lajolo (2011), Pinheiro (2002), Soares (2002) and Zilberman (1991).