Poesia e imaginação: construindo imagens mentais no processo de compreensão de poemas

Abstract

This study aims to investigate the poetry reading as provocative activity of imaginative acts in order to promote a better reflection and understanding of the poetic text by the reader. Its relevance is the possibility to explore the expression of imaginativo in children in the early years of basic education, as a process that occurs in reading poetry and as a constitutive part of the text comprehension. This research originated in a research project "Reading and imagination: the creation of images in poetry reading for learners of elementary school" (DUARTE, 2012), which was part of the research "The multimodality reading of the poem and poetry book learners in primary school - longitudinal study "(2014), conducted by the research group Education and Language. The study aims to provide contributions to the teaching of reading, the reader's formation in particular on the construction of meaning through images triggered during the poetry reading. The investigation is based on studies of Amarilha (1997), Bosi (1936), Wedge (1998) Durand (1979), Francastel (1983) Held (1980), Iser (1993), Jung (1964), Kirinus (1998 ; 2011), Piaget (1971), Pound (1983), Sartre (2008), Silva (2011), Turchi (2003), Vygotsky (1998; 2009; 2014), among others. From the approach of objects concepts of our reflection - reading, poetry and imaginação- reflect on the complex and provocative reading poetry / poem. It is important to consider that through the words we drive our higher mental functions, especially the imagination. In this context, we have built a practice of intervention, through the development of five sessions of poetry readings, discussions and records activities performed by the students during the sessions. For the realization of pedagogical intervention, we favor a group of 4th year of elementary school, a public school in Natal, Brazil. We adopted as research tools, the on-site observation, interview directed to the management team of the school, the questionnaire for the research subjects, for the topic discussed, and video recording of literary reading sessions, conducted by the researcher. Plan reading sessions based on the methodology of andaimagem (scaffolding), guided by Graves and Graves (1995). From the poetic texts, during the stage of intervention, especially in the post-reading, we identify subjects constructing a world apart, naming places, inventing and changing situations, providing the elements of interpretation of a significant animicidade, so practicing, a praxis playful, at the time of imagination supplemented by your imagination, emphasizing the imaginative process as a relevant factor in understanding poetic texts.