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Abstract(s)
Esta dissertação tem como título inicial A arte da poesia, entendendo-se como arte o virtuosismo da poesia para a transformação do ser.
Expomos as virtudes da poesia, incidindo em temas de relevo, como: educação do sentimento poético, sublimação da violência, atribuição de um sentido para a vida e construção de inteligências de sucesso. A metáfora é referida como recurso por excelência da poesia, e potenciadora de um pensamento divergente. Realçamos as vantagens da leitura em voz alta como meio de controlar o nervosismo, fortalecer a auto-estima, a confiança e a autonomia.
Centramo-nos no ensino da poesia, procurando investigar as orientações que o Programa de Português preconiza para a sua abordagem.
Apresentamos também as práticas mais desejáveis para abordar a poesia em contexto de sala de aula e salientamos as lacunas da formação académica no âmbito da didáctica da poesia.
Fazemos referência à Supervisão, privilegiando a sua dimensão reflexiva, que permite ao docente reformular a acção, através da reflexão, e progredir no seu desenvolvimento pessoal.
Concentrando-nos na segunda parte do título da tese, ou seja, da teoria às práticas pedagógicas dos docentes, é utilizada uma metodologia de tipo qualitativo, através da realização de entrevistas aos docentes de Língua Portuguesa de 7º e 8º ano e a alunos que frequentam estes anos de ensino, para investigar as práticas dos docentes em torno do texto poético. O tratamento qualitativo dos dados é feito por intermédio da análise de conteúdo de forma a obter resultados significativos.
Os dados apurados permitem-nos concluir que as práticas pedagógicas docentes no âmbito do texto poético constituem, na sua maioria, uma continuidade da teoria, orientando-se no bom caminho. Para a melhoria da prática lectiva docente contribuiu a realização de formação contínua neste domínio. Contudo, é ainda desconhecido o efeito da poesia para sublimar a violência. Desconhece-se também o valor educativo de grande alcance que tem a poesia, nomeadamente, para a realização pessoal e social do ser no mundo.
The art of poetry: from theory to teachers’ educational practices The Art Of Poetry is at the core of the present master’s dissertation where the word “art” is understood as the virtuosistic ability of poetry to transform the self. While the first part of the dissertation expounds the theoretical framework of the “Art of Poetry”, the second part presents the empirical framework. Emphasises is placed on the power of poetry to educate pupils to the poetic sense, to sublimate violence, to give meaning to their lives and to create successful and intelligent minds. The metaphor - regarded as the natural resource of poetry – is presented as a means of promoting individual thought. Accent is also put on the advantages of out loud reading as a means for pupils to control their anxiety, to strengthen their self-esteem, their self-confidence and their autonomy. Poetry teaching methods are then focused on, and the Portuguese National Curriculum – especially the recommendations provided to teachers as regards the approach of poetry – is put under scrutiny. The most suitable practices for the approach of poetry with pupils are enhanced, and the shortcomings in teacher training in the matter of the didactics of poetry are pointed out. Reference is made to Pedagogical Supervision and more particularly to its reflective dimension – the fact that teachers’ reflection upon their teaching practises enables them to change those practises as well as further their self-development. The focus is then placed on the second part of the title of the dissertation that is “from theory to teachers’ educational practices”, and the methodology used is one of a qualitative type: year 8 and year 9 teachers as well as pupils who attend those classes were interviewed, so as to scrutinize teachers’ practice as regards poetry. The qualitative processing of the collected data is managed trough content analyses in order to obtain meaningful results. Assessed data enable us to conclude that most of teachers’ educational practices in the field of poetry give continuity to theory, and therefore evolve in the right direction. What has helped to improve teachers’ practices was the specific ongoing training in that area. However, the eventual impact of poetry on the sublimation of violence remains uncertain. And as yet unknown is the deepest educational value of poetry, in particular for the personal and social fulfilment of the self in the world.
The art of poetry: from theory to teachers’ educational practices The Art Of Poetry is at the core of the present master’s dissertation where the word “art” is understood as the virtuosistic ability of poetry to transform the self. While the first part of the dissertation expounds the theoretical framework of the “Art of Poetry”, the second part presents the empirical framework. Emphasises is placed on the power of poetry to educate pupils to the poetic sense, to sublimate violence, to give meaning to their lives and to create successful and intelligent minds. The metaphor - regarded as the natural resource of poetry – is presented as a means of promoting individual thought. Accent is also put on the advantages of out loud reading as a means for pupils to control their anxiety, to strengthen their self-esteem, their self-confidence and their autonomy. Poetry teaching methods are then focused on, and the Portuguese National Curriculum – especially the recommendations provided to teachers as regards the approach of poetry – is put under scrutiny. The most suitable practices for the approach of poetry with pupils are enhanced, and the shortcomings in teacher training in the matter of the didactics of poetry are pointed out. Reference is made to Pedagogical Supervision and more particularly to its reflective dimension – the fact that teachers’ reflection upon their teaching practises enables them to change those practises as well as further their self-development. The focus is then placed on the second part of the title of the dissertation that is “from theory to teachers’ educational practices”, and the methodology used is one of a qualitative type: year 8 and year 9 teachers as well as pupils who attend those classes were interviewed, so as to scrutinize teachers’ practice as regards poetry. The qualitative processing of the collected data is managed trough content analyses in order to obtain meaningful results. Assessed data enable us to conclude that most of teachers’ educational practices in the field of poetry give continuity to theory, and therefore evolve in the right direction. What has helped to improve teachers’ practices was the specific ongoing training in that area. However, the eventual impact of poetry on the sublimation of violence remains uncertain. And as yet unknown is the deepest educational value of poetry, in particular for the personal and social fulfilment of the self in the world.
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Keywords
Arte da poesia Práticas docentes Reflexão-acção Transformação Art of poetry Teachers’ educational practices Action-reflection Self-improvement