Poemas de Florbela Espanca: a contribuição dos poemas de Florbela Espanca para o desenvolvimento da leitura e interpretação no 3º ano do ensino médio da escola Ayrton Senna

Abstract

This proposal focuses on the poems of Florbela Espanca as ally the construction and development of reflective critical reader, and the sociolinguistic training, affective cognitive of it. Demystifying the idea that it is impossible to read and interpret poems with teenager. Showing that the poems are quite efficient in the reading process, and is a playful way the teacher incite students' interest in it. Addressing the importance of practicing teacher on the poetry readings, and their improvement needs in reading strategies used in the classroom. The theme is relevant for education because it leads us to reflect on the act of reading, which should be regulated by a process of action-reflection, taking into account its importance for critical and constructive training of all living beings. Emphasize also that the poetic literature is a demonstration of spontaneous expression, which speak what you feel what you want, and the reader reflect on these expressions identifying with them, or disagreeing, and thus build their knowledge, for it is through the exchange it happens. Show the reality in high schools, the difficulties of interpretation of the students, and assess the reading level of the same, and as the teacher handle this situation. For the proposed objective is achieved, an experiment was conducted at the School Ayrton Senna, the City of Itapecuru Mirim, with students of the 3rd year of high school the night shift.