A carregar...
Publicação
O texto poético enquanto experiência estética no Ensino Secundário
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 913.03 KB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
Alicerçado numa estética dos “efeitos de leitura”, não só no plano da receção do texto, como também, e sobretudo (a montante), no da construção dessa mesma receção, numa dimensão que abarca as noções de experiência estética e de fruição dos objetos literários, alude-se, no presente Relatório, a uma progressiva «figuração da intimidade» para com o texto poético (numa linha de demarcação genológica relativamente ao literário, tout court), capaz de resistir à tendencial tipificação do domínio da Educação Literária, demasiado refém, porventura, de uma lógica de classificação de ocorrências. De ora avante propõe-se, como corolário de uma prática letiva efetuada na Escola Secundária de Pedro Nunes, em Lisboa, no ano letivo de 2021-2022, que compreendeu lecionação de aulas e atividades de «leitura e partilha» a duas turmas do 12º ano e observação de aulas a duas do 10º, recriar (repensando) o modo como se estuda poesia na escola, com particular enfoque nos planos da “diferencialidade” e da exponenciação das vertentes crítica, heurística e autónoma dos leitores/alunos, sinalizando, por essa via, a necessidade de subverter a macrocefalia explicativa que tende a submergir o trabalho sobre o texto poético em contexto escolar.
Rooted by the aesthetics of the "reading effects", not only in terms of how the text is received but also, and mainly (earlier), in the construction of that same reception, in a dimension that encompasses the notions of aesthetic experience and enjoyment of literary objects, this Report alludes to a progressive «figuration of intimacy» in relation to the poetic text (towards a genological separation from literature, tout court), able to resist the typification of the Literary Education domain, too dependent, perhaps, on a logic of event classification. Henceforth, as a corollary of the teaching practice carried out at Escola Secundária de Pedro Nunes, in Lisbon, in the 2021-2022 school year, which included teaching lessons and performing «reading and sharing» activities with two 12th grade classes, and observing the lessons of two 10th grade classes, it is proposed to recreate (and rethink) the way in which poetry is studied at school, especially in terms of "differentiality" and exponentiation of the critical, heuristic and autonomous aspects of the readers/students, signalling, this way, the need to subvert the explanatory macrocephaly that tends to submerge the work on the poetic text in school context.
Rooted by the aesthetics of the "reading effects", not only in terms of how the text is received but also, and mainly (earlier), in the construction of that same reception, in a dimension that encompasses the notions of aesthetic experience and enjoyment of literary objects, this Report alludes to a progressive «figuration of intimacy» in relation to the poetic text (towards a genological separation from literature, tout court), able to resist the typification of the Literary Education domain, too dependent, perhaps, on a logic of event classification. Henceforth, as a corollary of the teaching practice carried out at Escola Secundária de Pedro Nunes, in Lisbon, in the 2021-2022 school year, which included teaching lessons and performing «reading and sharing» activities with two 12th grade classes, and observing the lessons of two 10th grade classes, it is proposed to recreate (and rethink) the way in which poetry is studied at school, especially in terms of "differentiality" and exponentiation of the critical, heuristic and autonomous aspects of the readers/students, signalling, this way, the need to subvert the explanatory macrocephaly that tends to submerge the work on the poetic text in school context.
Descrição
Palavras-chave
Ensino Secundário Poesia Estética Efeitos de leitura Experiência estética Figuração da intimidade Educação literária Leitores/alunos Poesia Contexto escolar Reading effects Aesthetic experience Figuration of intimacy Literary education Readers/students Poetry School context