Contribuições do gênero poema para as práticas de alfabetização e letramento nos anos iniciais do ensino fundamental: uma experiência tecida em um núcleo PIBID do curso de Pedagogia da UFPA

Abstract

This course conclusion work discusses the experience of planning and implementing a language teaching proposal, using the poem textual genre, during the teaching initiation internship developed within the scope of the Interdisciplinary Practices of Literacy and Literacy in Teaching subproject. Fundamental, member of the Institutional Scholarship Program for Teaching Initiation (PIBID) and implemented by the Pedagogy Center of UFPA in Capanema, from August 1, 2018 to January 30, 2020. The research aims to analyze the contributions of the textual genre poem in the literacy and literacy process of children in a fourth year elementary school class based on the experience of a didactic sequence carried out as a didactic intervention action in the initiation stage to teaching favored by PIBID. In order to achieve this objective, the research is based on the records made by the intern during the planning and implementation of the aforementioned teaching proposal. From the methodological point of view, this is a descriptive and explanatory research, since it intends to describe the lived experiences and analyze the results achieved with the focused teaching proposal. The research approach is qualitative in nature, as it used the technique of participant observation as a basic procedure for data collection, along with the notes recorded in the field diary during the development of the teaching initiation internship. The bibliographic research was also important for the construction of the theoretical framework and for analyzing the data and discussing the results presented in this work. Based on the results obtained, we assert that using different textual genres in the early years of elementary school is quite productive to develop literacy as a continuous process of literacy, since working with genres contributes to awakening in the student an interest in learning, as well as enables the development of reading, writing and speaking in a more meaningful and contextualized way. In relation to the genre used in the experience discussed, we reiterate that it provided the improvement of literacy (articulated with literacy) and constitutes an interesting pedagogical resource, considering that the students achieved the proposed objectives for the classes and managed to improve reading, interpretation, textual production and orality.