Da resistência à literatura poética à literatura poética de resistência literatura e fazer poético na formação educadora emancipatória

Abstract

This research addresses the relationship between students from the 6th to the 9th year with peripheral literature and the reason why the poetics of this literature seem so seductive to students at this school stage. The research universe is a municipal school in the east zone of São Paulo. It is based on the hypothesis that bringing together resistance poetry, originating outside the School, and canonical poetry, studies within the School, without dissociating the character of struggle for a place of speech, can prove to be an emancipatory educational method, stimulating new readings, poetic or not, and even necessary as a source of repertoire for new productions. This resistance appears here not only as a word but as a feeling, which in writing addresses varied themes, and which claims its presence through literature, in the writing of authorial poems, breaking with the invisibility imposed by power structures. The indiscipline of teenagers, often alleged by teachers, as well as their avoidance and lack of interest in classes, may result from the lack of a better understanding of the emotional universe of young people.The school asks for the basics, reading and writing, when what many would like to receive is the provocation of creative, critical and emancipatory poetic making, therefore, an educator. It is not uncommon to see many of these teenagers participating in poetry meetings outside of school, during which they present themselves with involvement and protagonism, memorizing extensive texts recited with ease, and even authorial texts full of sociocultural information that represents them, but which , in general, are not properly used by the school. Through interventional actions such as conversation circles, cultural visits beyond the territory, soirees and slam competitions, we intend to provide the context for the development of this research. The choice to present the dissertation in column format, accompanied by illustrations and photos, is largely justified both by the nature of the work and by the objectives of future dissemination and publication, in a magazine format, allowing wide circulation. In a Professional Master’s Degree in Education that takes place through intervention research, it is essential that the content is accessible and visually attractive, since professional practice and the applicability of results are central, thus allowing it to contribute to the construction of an identity for the Master’s Degree. Professional in Education who is still new to academia if we think historically.