Poetry in the school routine: the formation of critical and sensitive readers through the practice of haiku in Elementary School
Teaching. Literature. Poetry. Haiku.
This project aimed to examine how haiku can be used to stimulate interest in literature and how the study and practice of this poetic modality contributed to the reading and cultural formation of sixth-grade students at the Miguel Baracat State School, located in the Pirinéu neighborhood of Várzea Grande, MT. Bearing in mind that students at this stage of school have a certain resistance to literary texts, especially longer ones, the haiku, in this sense, given its brevity, would contribute to understanding the message more easily, and thus serve as a gateway to literature. We used, as theoretical reference, theorists who deal with reading and literature, such as Freire (2001), Martins (1983) and Bordini and Aguiar (1988). Similarly, with regard to haiku, the research is based on authors such as Goga (1988), Franchetti (1996) and Leminski (1983), among others. The work carried out highlighted the importance of adopting pedagogical practices that encourage students to play a leading role, while at the same time giving them greater autonomy to act and intervene in society.