Field research on literary education and social poetry in high school

Abstract

This study proposes a critical analysis of literary education practices based on the reading and interpretation of socially-themed poems. The investigation seeks to understand how such strategies foster critical thinking and human formation by addressing texts that engage with news events, denouncing daily (in)humanity marked by racism, sexism, diaspora, and urban violence. Of a qualitative nature and inspired by participatory research (Brandão, 2006), the field research was conducted at a public school, with participants characterized via a diagnostic questionnaire. Data production was structured into four workshops that integrated debates, rubrics, observational forms, and recordings. The literary corpus included works by Manuel Bandeira (2014), Eliane Marques (2018), and Leonardo Tonus (2018). Contextualized by LDB, PCN and BNCC guidelines, the study is grounded in three theoretical axes: the relationship between literature teaching and society (Petit, 2009; Hooks, 2017; Freire, 2018; Candido, 2011); literary reader formation (Lajolo, 1999; Zilberman, 1999; Castrillón, 2011); and the study of the poetic text (Bosi, 2000; Paz, 1982). The results indicate a progressive development of critical reading competence and empathy among the participants.