<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1982-9949</journal-id>
<journal-title><![CDATA[Reflexão e Ação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Reflex]]></abbrev-journal-title>
<issn>1982-9949</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade de Santa Cruz do Sul - EDUNISC]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-99492018000200086</article-id>
<article-id pub-id-type="doi">10.17058/rea.v26i2.11601</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A POESIA: ESTRATÉGIAS PARA EXPERIMENTAR E FRUIR EM SALA DE AULA]]></article-title>
<article-title xml:lang="en"><![CDATA[POETRY: STRATEGIES FOR EXPERIMENTING AND TAKING BLISS AT THE CLASSROOM]]></article-title>
<article-title xml:lang="es"><![CDATA[LA POESÍA: ESTRATEGIAS PARA LA PRÁCTICA Y EL GOCE EN EL AULA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SILVEIRA]]></surname>
<given-names><![CDATA[Rosilene de Fátima Koscianski da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[DEBUS]]></surname>
<given-names><![CDATA[Eliane Santana Dias]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[AZEVEDO]]></surname>
<given-names><![CDATA[Fernando José Fraga de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade do Sul de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Tubarão Santa Catarina]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Florianópolis Santa Catarina]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade do Minho  ]]></institution>
<addr-line><![CDATA[Braga ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2018</year>
</pub-date>
<volume>26</volume>
<numero>2</numero>
<fpage>86</fpage>
<lpage>100</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-99492018000200086&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-99492018000200086&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-99492018000200086&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A poesia é intrínseca ao homem. Na sua origem histórica, o termo poesia provém da palavra grega poiein, que significa fazer. Desde uma idade precoce a criança manifesta um fascínio pelos jogos de linguagem e pela sua vertente sonora e rítmica. Quanto mais cedo meninos e meninas encontram-se e interagem com essa forma de linguagem, maiores são o grau de familiaridade e as possibilidades de se estabelecer uma relação prazerosa e fecunda entre ambos. O papel da escola consiste em promover e potencializar o encontro &#8220;poesia e criança&#8221;. O presente texto objetiva, de modo geral, ampliar a reflexão acerca da presença da poesia na escola; e, especificamente, dialogar sobre as estratégias que possibilitam experimentar e fruir a poesia no chão da sala de aula, partindo da interlocução com diferentes pesquisadores da temática. Esse estudo vai também à escola, no contexto português, para estabelecer um diálogo com os docentes que atuam nos anos iniciais do Ensino Básico sobre: o modo de inserção da poesia neste espaço-tempo; a frequência com que o texto poético transita na sala de aula; e, principalmente, para buscar destes mediadores o compartilhamento de suas experiências reais de trabalho com o texto poético. Destacamos a relevância de as estratégias de trabalho com o texto poético se tornarem presentes na formação inicial e continuada dos professores. Nossa reflexão aponta num sentido propositivo, buscando enfatizar as estratégias que possibilitam experimentar, fruir e criar poesia no chão da sala de aula e cujo trato empírico leva em conta os aspectos estético, linguístico e literário que consubstanciam esta forma de linguagem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Poetry is intrinsic to man. In its historical origin, the term &#8220;poetry&#8221; proceeds from the Greek word poiein, which means &#8220;to make&#8221;. Since an early age, children manifest fascination for language games and its sonic and rhythmical dimension. The earlier boys and girls meet and interact with this form of language, the higher their level of familiarity and the possibilities of establishing a pleasant, fertile relationship between them. The role of the school consists in promoting and potentiating the poetry-and-child encounter. This text aims, largely, to increase reflection on the presence of poetry in school and, specifically, to start a dialogue about the strategies that allow to experiment and take bliss in poetry on the floor of the classroom, beginning with an interlocution with different researchers on this theme. This study also goes to school, in the Portuguese context, to establish a dialogue with the teachers of the early years of primary school about: how to insert poetry into this space-time; how often poetic texts transit through the classroom; and, especially, how to get those mediators to share their real work experiences with poetic texts. We stress the significance of the strategies of work with poetic texts being present in the early and later stages of teachers&#8217; training. Our reflections point to a propositional direction, seeking to emphasize strategies that enable the students to experiment, take bliss, and create poetry on the floor of the classroom and whose empiric treatment takes into account the aesthetic, linguistic, and literary aspects consubstantiate such language form.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La poesía es intrínseca al hombre. En su origen histórico, el término poesía proviene de la palabra griega poiein, que significa &#8220;hacer&#8221;. Desde edad precoz el niño manifiesta una fascinación por jugar con el lenguaje y por su aspecto sonoro y rítmico. Cuanto más temprano los niños y niñas se encuentran e interactúan con dicha forma de lenguaje, mayores son el grado de familiaridad y las posibilidades de establecer una relación placentera y fecunda entre ambos. El papel de la escuela consiste en promover y potenciar el encuentro poesía&#8211;niño. El presente texto tiene el objetivo general de ampliar la reflexión sobre la presencia de la poesía en la escuela; y, específicamente, dialogar sobre las estrategias que hacen posible la práctica y el goce de la poesía dentro del aula, partiendo de la interlocución con distintos investigadores de la temática. Este estudio también va a la escuela, en Portugal, para establecer un diálogo con los docentes que actúan en los años iniciales de la Enseñanza Básica sobre: el modo de inserción de la poesía en ese espacio&#8211;tiempo; la frecuencia con que el texto poético circula en el aula; y, principalmente, para buscar que estos mediadores compartan sus experiencias reales de trabajo con el texto poético. Ponemos de relieve la relevancia de que las estrategias de trabajo con el texto poético estén presentes en la formación inicial y continuada de los profesores. Nuestra reflexión apunta en un sentido propositivo, intentando enfatizar las estrategias que hagan posible practicar, gozar y crear poesía en el aula y cuyo trato empírico tome en cuenta los aspectos estético, lingüístico y literario consubstanciales a esta forma de lenguaje.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Poesia]]></kwd>
<kwd lng="pt"><![CDATA[Estratégias]]></kwd>
<kwd lng="pt"><![CDATA[Fruição]]></kwd>
<kwd lng="pt"><![CDATA[Autoria]]></kwd>
<kwd lng="en"><![CDATA[Poetry]]></kwd>
<kwd lng="en"><![CDATA[Strategies]]></kwd>
<kwd lng="en"><![CDATA[Bliss]]></kwd>
<kwd lng="en"><![CDATA[Authorship]]></kwd>
<kwd lng="es"><![CDATA[Poesía]]></kwd>
<kwd lng="es"><![CDATA[Estrategias]]></kwd>
<kwd lng="es"><![CDATA[Goce]]></kwd>
<kwd lng="es"><![CDATA[Autoría]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<surname><![CDATA[AZEVEDO]]></surname>
<given-names><![CDATA[Fernando]]></given-names>
</name>
</person-group>
<source><![CDATA[Língua materna e literatura infantil: elementos nucleares para professores do ensino básico.]]></source>
<year>2006</year>
<page-range>47-54</page-range><publisher-loc><![CDATA[Lisboa ]]></publisher-loc>
<publisher-name><![CDATA[Lidel]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
