Poesia digital na sala de aula: o ciberpoema e a formação do leitor literário

Abstract

The role of literary texts in contemporary society remains crucial, adapting to technological and cultural changes. However, their presence in Adult Education classrooms is not always prioritized, often because these texts are seen as too complex for this audience or in favor of more informative texts, which are considered more accessible. This approach, besides being prejudiced, can generate aversion and distance from poetic texts, making their incorporation into the school environment difficult. Faced with this challenge and recognizing the d to bring modern poetry into the classroom, this study emerges, highlighting the use of the cyberpoem genre as a tool to promote the development of literary literacy among students in this educational modality. With this aim in mind, we intend to analyze in what way(s) working with digital poetry influences the development of students' literary competence, exploring their skills in comprehension, interpretation, and appreciation of literature, aided by the resources offered by the internet. In light of this, our objectives are: to understand the literary aspects inherent in the construction of digital poetics; to adopt interactive teaching approaches, leveraging the potential of the virtual environment; to produce cyberpoems to be shared with the school community ; and to describe and analyze the potential contributions associated with working with the digital genre in the classroom. Theoretically, our dissertation was developed based on the reflections of Macedo (2001), Andrade (2004), Candido (2000/2013), Rojo (2009), Zilberman and Silva (2008), Lévy (1999), Santaella (2004), among others who were necessary throughout the research. Regarding the methodological approach, we opted for a qualitative action research application through a pedagogical intervention procedure involving a set of activities focused on the use of Cyber Poems in workshops structured in Cosson's (2018) model: dialogical, interpretative, and creative. The results obtained demonstrate that the practice of captivating readings within the EJA universe enhances students' reading comprehension and also broadens their literary and digital literacy.