Retórica e poesia social de Ferreira Gullar: a sinGULLARidade da performance poética em sala de aula

• Autor(a) principal: Pessoa, Tatiana Vasconcelos
• Data de Publicação: 2024
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/41227
• topic: CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA; Retórica; Sistema retórico; Letramento literário; Poemas sociais; Performance poética; Rhetoric; Rhetorical system; Literary literacy; Social poems; Poetic performance

This dissertation, inserted in the line of research Reading, writing and teaching the Portuguese language, is grounded on the theoretical assumptions of Rhetoric, with Aristotle (2011), Reboul (2000), Perelman e Olbrechts-Tyteca (2014), Tringali (2014) and Ferreira (2020), and in Literature, based on studies by Cosson (2021), Enes Filho (2018), Moisés (2012) and Pinheiro (2018). Based on this theoretical framework and to question the common sense that working with poetic text in the classroom is difficult — which poses reflection in schools, even in Portuguese language classes that seek to promote and encourage reading; nonetheless, end up favoring prose when recommending works — it investigates, under the theoretical-methodological approach of Rhetoric with an emphasis on actio (last stage of the Rhetoric System) and from the perspective of the basic sequence of Literary Literacy (motivation, introduction, reading and interpretation), how to promote reading and analysis of poems during Portuguese language classes, with focus on obtaining better reception of the theme by students. To this end, it begins with the analysis of three poems with an emphasis on the notion of social poetry contained in the book Inside the speedy night, by Ferreira Gullar, published in 1975: There are no vacancies, Two and Two: four and My people, my poem. It is demonstrated that rhetorical action (actio) is essential to work on reading dynamically based on the oralization of the poems by the interpreter (teacher/student), since through gestures and movements — and also the internalization of the written text —, both verbal and non-verbal language collaborate to lead the audience to the effect expected by the speaker. In the school context, this posture of the speaker (teacher) can captivate the audience (students), through methodologies such as the one exposed which contributes to the formation of a critical reader based on direct and effective contact between the young person and the text; more participatory and less expository classes; vivid, dialogic and pleasurable reading experiences. It is clear that working with poems can also be an instrument for denouncing oppression and thus fulfil a social function, just as the poet Ferreira Gullar does when turning several of his poems into dialogue with the current socio-political context, which establishes a direct link between the people and their writing and is a form of social and, above all, human strengthening, the way in which the rhetorical act is carried out in speech. Thus, this work attains its objective of showing how it is possible to promote, through the rhetorical analysis of poems, the expressive and reader potentiality of students, as well as criticality regarding poetic manifestations of a social nature