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Os caminhos das experiências literárias
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Através da Prática de Ensino Supervisionada que realizei na Escola Secundária Pedro Nunes, durante o ano letivo 2022/2023, este relatório consiste numa descrição crítica sobre a criação de estratégias que providenciam diferentes experiências literárias aos alunos, partindo de um mesmo poema da Lírica de Camões, no 10.º ano, ou de poetas diferentes – Eugénio de Andrade, Miguel Torga e Ana Luísa Amaral – da unidade didática sobre os Poetas Contemporâneos, no 12.º ano. Para promover essa reflexão, o presente relatório integra o esclarecimento do conceito de experiência literária e a sua importância para o estudo do poema na aula de Português. Com base na noção de experiência literária, as estratégias que foram aplicadas, tanto às turmas de 10.º ano como à turma de 12.º ano, incidem sobre os modos de leitura, os conhecimentos linguístico-literários, as relações de intertextualidade, as relações interartes nos poemas e sobre as necessidades dos alunos. Neste sentido, o presente relatório descreve percursos didáticos em torno de um mesmo poema ou de poetas diferentes, proporcionando um papel ativo aos alunos, de forma a corresponder às suas necessidades e ao desenvolvimento dos seus interesses, da sua consciência linguística, do seu vocabulário e do seu pensamento crítico.
Through Supervised Teaching Practice that I did, as a Portuguese Teacher, at Escola Secundária Pedro Nunes during the academic year of 2022/2023, this report consists in a critical description about the creation of strategies that provide different literary experiences to students, starting from the same poem of Lyric of Camões, in the 10th grade, or from different poets – Eugénio de Andrade, Miguel Torga and Ana Luísa Amaral – of the didactic unit on Contemporary Poets, in the 12th grade. To promote this reflection, this report includes the clarification of the concept of literary experience and her importance for the study of poems in the Portuguese class. Based on the notion of literary experience, the strategies that were applied to both, the 10th grade and 12th grade classes, focus on reading, on linguistic-literary knowledge, on intertextuality relations, on interart relations in poems and about the needs of the students. In this regard, this report describes didactic paths about the same poem or different poets, providing students an active role, in order to correspond to their needs and to the development of their interests, linguistic awareness, vocabular and their critical thinking.
Through Supervised Teaching Practice that I did, as a Portuguese Teacher, at Escola Secundária Pedro Nunes during the academic year of 2022/2023, this report consists in a critical description about the creation of strategies that provide different literary experiences to students, starting from the same poem of Lyric of Camões, in the 10th grade, or from different poets – Eugénio de Andrade, Miguel Torga and Ana Luísa Amaral – of the didactic unit on Contemporary Poets, in the 12th grade. To promote this reflection, this report includes the clarification of the concept of literary experience and her importance for the study of poems in the Portuguese class. Based on the notion of literary experience, the strategies that were applied to both, the 10th grade and 12th grade classes, focus on reading, on linguistic-literary knowledge, on intertextuality relations, on interart relations in poems and about the needs of the students. In this regard, this report describes didactic paths about the same poem or different poets, providing students an active role, in order to correspond to their needs and to the development of their interests, linguistic awareness, vocabular and their critical thinking.
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Lírica de Camões Poetas contemporâneos Eugénio de Andrade Miguel Torga Ana Luísa Amaral Experiência literária Diferenciação pedagógica Educação literária Cultura literária Guião de observação Percursos didáticos Lyric of Camões Contemporary poets Literary experience Pedagogical differentiation Literary education Literary culture Observation script Didactic paths