Oficinas poéticas com jovens, adultos e idosos: travessia(s)

Abstract

Poetic workshops with young people, adults and the elderly: crossings (s) explores the process of reception of poetry by young students, adults and elderly in workshops in which the abilities of reading, writing and listening to students had the poetic dimension as their main focus. The workshops were conducted from 2012 to 2015 at ESEBA – Escola de Educação Básica da Universidade Federal de Uberlândia. The study discussed the fact that there is evidence, at the present time, that Literature and, consequently, its teaching, is being overlooked in research, official guidelines and schools. Having in mind such problematization, the guiding hypothesis of the research was that in the workshops students and the teacher could produce a process of living reception, (re) discovering the strength of the poetic word that would, therefore, offer alternatives of learning, openings for the diversity of forms of perception and expression of the world through the poetic language. Thus, with the aim of reflecting on the possibilities and effects of poetry in Basic Literature classes, research was theoretically and methodologically based on the contributions of the aesthetics of reception and effect, particularly from authors such as Wolfgang Iser, and Karheinz Stierle, Paulo Freire, Maria Helena S. Patto, Antonio Candido, Plato, Élie Bajard, Paul Zumthor, Gaston Bachelard, Jorge Luis Borges, and Gilles Deleuze. These authors allowed the intersection between Literature and teaching, which, in turn, enabled a dialogue with the fields of Education, Philosophy and Psychology. The analyzes of the poems written by the students, in the workshops, showed, in the midst of the typical difficulties of such productions, practically of all order, that the students knew the "deviltries" that they are able to do with words. They have, thus, somehow, experienced the magic of the word. The results obtained with this research, therefore, point to the urgency for literary studies to radicalize the dispute for advisory and deliberative spaces in the reading, writing, vocalization and listening policies, as they result from the guidelines curricula, content, choice of titles and methodologies of teaching Literature. Such a dimension seems to be of little prestige, but it is actually of fundamental and decisive value to favor or not the literary experience.