A poesia possível: caminhos para uma prática poética na escola

Abstract

This research, characterized as theoretical-bibliographic, aimed to understand how the teaching of poetry can support the omnilateral human formation of high school students. In order to do so, we sought to understand and historically situate the concept of omnilateral human formation as well as to investigate the formative character of poetry. From the philosophical approach with Eagleton (1993) and Hermann (2005), we sought to capture the development of Aesthetics as a philosophical discipline and situate it in its relationship with ethics, in order to deepen the investigation of the formative character of poetry. Through the study of Antonio Candido (2006) and Ezra Pound (1970), we sought to answer one of the specific objectives of the present work, which consisted of mapping the elements of the poem so that they collaborate on possible pedagogical proposals to develop both reading and writing poetry. In an attempt to embody the teaching of poetry in an omnilateral formative sense, the methodological contributions of Historical-Critical Pedagogy were used, starting mainly from Saviani (1996, 2008, 2011), who enabled us to approach poetic and its teaching with the concept of social practice in its Marxist sense, culminating in some notes for the teaching of poetry at school. Also, in this sense – the search for resources to think about the teaching of poetry –, a literature review was carried out seeking to dialogue with contemporary studies on the teaching of poetry in high school that had some focus on poetic writing. So, we sought to highlight the emancipatory character of poetry and especially its teaching and, at the same time, explain that poetry is an inalienable right and needs to be accessible as a concrete possibility within school