Didactic sequence for reading poems as a contribution to the portuguese language teaching

Abstract

The marginalization of poems in Portuguese language classes is a fact observed by many researchers as well as teachers' fear and insecurity regarding to work this discursive genre in classroom. Despite this context, this genre is one of the most frequent genres in external reading assessments, such as Prova Brasil. Textbooks have not contributed to the teaching practice once they generally favor the formal aspects rather than the construction of meanings in poems, their socio-historical contexts and readers' responsive attitudes towards them. Faced with the need to contribute to a better approach to work with poems in the classroom, the aim of this paper is to present a teaching sequence for poem reading, explaining its main theoretical basis and showing how it contemplates the fundamental methodological issues concerning the reading of this genre and contributes to the development of reading skills. It is based on the bakthinian concept of discursive genre, the main characteristics of poem genre, and on the sociocognitive concept of reading. Thus, it provides the teacher with subsidies for the development of reading activities with poems, considering aspects of their socio-communicative, thematic and aesthetic dimensions and their verbal and nonverbal composition. It contributes to promoting a theoretically well-founded teaching job which is feasible in the classroom, with any poem a teacher might select.