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Apontamentos das aulas de Português: O ensino da poesia no Ensino Secundário
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O presente relatório dá conta da minha Prática de Ensino Supervisionada (PES) na Escola Secundária Padre António Vieira, durante o ano letivo de 2022/2023, com uma turma de 11.º ano. O relatório incide sobre o ensino da poesia no Ensino Secundário, apresentando propostas didáticas e considerações pensadas e desenvolvidas para a sala de aula. O tópico teórico é tratado à luz de dois casos de estudo: a poesia de Antero de Quental e a de Cesário Verde, autores presentes nas Aprendizagens Essenciais do 11.º ano, no domínio da Educação Literária. Defendendo o pressuposto de que o ensino da poesia deve focar-se,
num primeiro momento, na leitura dos textos e apenas mais tarde nas leituras de contextualização associadas ao autor em estudo, convocarei o papel fundamental que o professor deve ter na mediação do contacto que se estabelece entre os alunos e os textos, contribuindo para a formação de leitores atentos e para a garantia de experiências estético-literárias efetivas. Neste sentido, proponho exercícios de close reading nos momentos de
análise de textos poéticos e procuro debater sobre o caráter inesgotável dos textos literários, condição a partir da qual poderá haver um encontro significativo entre o leitor e o texto.
This report provides an outlook on my Supervised Teaching Practice (STP) at the Padre António Vieira Secondary School during the 2022/2023 academic year, with an 11th grade class. This work focuses on teaching poetry in Secondary Education, presenting didactic proposals and considerations designed and developed for the classroom. The theoretical topic is addressed in light of two case studies: the poetry of Antero de Quental and Cesário Verde, authors present in the 11th grade Essential Learning, in the field of Literary Education. Arguing that the teaching of poetry should focus, initially, on the reading of texts and only later on contextual readings and poetic topics associated with the author under study, I will highlight the fundamental role that the teacher might have mediating the contact that is established between the students and the texts, contributing to the formation of attentive readers and guaranteeing effective aesthetic-literary experiences. In this sense, I propose close reading exercises when analysing poetic texts and I try to discuss the inexhaustible nature of literary texts, a condition from which there can be a meaningful encounter between the reader and the text.
This report provides an outlook on my Supervised Teaching Practice (STP) at the Padre António Vieira Secondary School during the 2022/2023 academic year, with an 11th grade class. This work focuses on teaching poetry in Secondary Education, presenting didactic proposals and considerations designed and developed for the classroom. The theoretical topic is addressed in light of two case studies: the poetry of Antero de Quental and Cesário Verde, authors present in the 11th grade Essential Learning, in the field of Literary Education. Arguing that the teaching of poetry should focus, initially, on the reading of texts and only later on contextual readings and poetic topics associated with the author under study, I will highlight the fundamental role that the teacher might have mediating the contact that is established between the students and the texts, contributing to the formation of attentive readers and guaranteeing effective aesthetic-literary experiences. In this sense, I propose close reading exercises when analysing poetic texts and I try to discuss the inexhaustible nature of literary texts, a condition from which there can be a meaningful encounter between the reader and the text.
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Poesia Literatura Ensino Aprendizagem Poetry Literature Teaching Learning