Confeitaria poética: uma proposta de fortalecimento das agências escola e família

Abstract

The family has shared with the school the responsibility of raising children, but it is sometimes dismissed as the learner's school age increases. In this sense, this work focuses on the possibility of rapprochement between family and school, as well as reading and writing practices, through the implementation of the Didactic Project of Gender (PDG), in Portuguese Language classes, adopting as literacy artifact the literary genre poem. Thus, it was a contribution to the poetic text for the strengthening of the student / producer, as well as for rapprochement between family and school, through partnerships. The research is a research-action type (THIOLLENT, 1985) and adopts the qualitative approach of the data (BOGDAN; BIKLEN, 1994). Her work belongs to an orientation of the Gender Didactic Project - PDG (GUIMARÃES & KERSCH, 2014). The option to approach the genre of literature is justified by the privileged place that is in the process of formation of the reader, since it contributes to the humanization of the subject individual (CANDIDO, 2004). The research is based on a 7th grade class from a public school in the outskirts of the city of Natal / RN. The theoretical basis of the research assumes as presuppositions the works that conceive Literature as a social practice (HAMILTON, 2000, HEATH, 1982, STREET, 1984, KLEIMAN, 1995, OLIVEIRA and KLEIMAN, 2008) as productions that focus on the school-family partnership . , and more specifically, family literacy (CASPE, 2003; PHILIP; SAMPLE, 2005; KEY, 1998), studies that address Literature Literature (COSSON, 2014) and the poem genre in the classroom (FRANZ, 1997; 2003 PINHEIRO, 2002). PDG research was conducted for a rapprochement of the literacy agencies family and school, mediated by the literary genre poem. The work also reveals that the presence of the family in the school makes possible the development of students' reading and writing practices.