Caminhos da abordagem do poema em sala de aula

Abstract

This article discusses the procedures adopted in didactic books for the approach of poetry, pointing out examples of literary works with a clear intention of affecting the reader’s sensitivity, while indicating the relevance of reading the poem aloud as a didactig-pedagogical strategy in the formation of readers. In order to support the importance of oral reading, ideas by Dufrenne (1969) and Zumthor (1977) are taken into account. We also point out some procedures for the reading of literary texts at basic and secondary level, trying to avoid an interpretative tradicion which does not take into account young readers horizon of expectations. The perspectives of approaching poetry argued for in this article are articulated with recent afficial documents such as Orientações Curriculares Nacionais (2006) and Referenciais Curriculares para o Ensino Médio da Paraíba (2007).