Poesia em Relação
Barra lateral de artigos
Conteúdo do artigo principal
Resumo
Este artigo explora a poesia como uma prática relacional, reflexiva e transformadora que aprofunda nossa compreensão de nós mesmos, dos outros e da experiência humana. Com base em uma oficina interativa apresentada no Primeiro Simpósio sobre Emoções, Cultura e Arte (Pontifícia Universidade Católica do Chile, 2026), os autores examinam como a leitura, a escuta e a escrita poética fomentam a empatia, a reflexão crítica, a imaginação e o desenvolvimento profissional. Em vez de apresentar a poesia como um produto literário acabado, o artigo propõe a poesia relacional como um processo dialógico no qual o significado emerge da interação entre autor, leitor, memória, linguagem e experiência vivida. Ao convidar os leitores a participarem de exercícios criativos de escrita e reflexão ao longo do texto, o artigo apresenta a poesia como um método de pesquisa e uma prática pedagógica capaz de enriquecer o desenvolvimento pessoal, a educação e a formação profissional.
Detalhes do artigo
Seção
Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Como Citar
Referências
DAVIS, Camea. Sampling poetry, pedagogy, and protest to build methodology: critical poetic inquiry as culturally relevant method. Qualitative Inquiry, v. 27, n. 1, p. 114-124, 2021. DOI: https://doi.org/10.1177/1077800419884978. DOI: https://doi.org/10.1177/1077800419884978
FAULKNER, Sandra L. Poetry as method: reporting research through verse. New York: Routledge, 2016. DOI: não localizado. A obra foi originalmente publicada pela Left Coast Press em 2009 e republicada pela Routledge em 2016; as fontes consultadas não identify a DOI for the book itself. DOI: https://doi.org/10.4324/9781315422411
FITZPATRICK, Esther; FITZPATRICK, Katie (ed.). Poetry, method and education research: doing critical, decolonising and political inquiry. London: Routledge, 2021. DOI: https://doi.org/10.4324/9780429202117. DOI: https://doi.org/10.4324/9780429202117
GLESNE, Corrine. That rare feeling: re-presenting research through poetic transcription. Qualitative Inquiry, v. 3, n. 2, p. 202-221, 1997. DOI: https://doi.org/10.1177/107780049700300204. DOI: https://doi.org/10.1177/107780049700300204
GÖRLICH, Anne. Poetic inquiry: understanding youth on the margins of education. International Journal of Qualitative Studies in Education, v. 29, n. 4, p. 520-535, 2016. DOI: https://doi.org/10.1080/09518398.2015.1063734. DOI: https://doi.org/10.1080/09518398.2015.1063734
GÖRLICH, Anne. Getting in touch: poetic inquiry and the shift from measuring to sensing. Qualitative Research in Psychology, v. 17, n. 2, p. 182-192, 2020. DOI: https://doi.org/10.1080/14780887.2018.1442685. DOI: https://doi.org/10.1080/14780887.2018.1442685
HOWARD, Joy; NASH, Kindel; THOMPSON, Candace. Motherscholaring: a collective poetic autoethnographic inquiry. International Journal of Qualitative Studies in Education, v. 36, n. 4, p. 590-611, 2023. DOI: https://doi.org/10.1080/09518398.2020.1852486. DOI: https://doi.org/10.1080/09518398.2020.1852486
LAHMAN, Maria K. E. et al. Poking around poetically: research, poetry, and trustworthiness. Qualitative Inquiry, v. 16, n. 1, p. 39-48, 2010. DOI: https://doi.org/10.1177/1077800409350061. DOI: https://doi.org/10.1177/1077800409350061
LEGGO, Carl. Open(ing) texts: deconstruction and responding to poetry. Theory Into Practice, v. 37, n. 3, p. 186-192, 1998. DOI: https://doi.org/10.1080/00405849809543804. DOI: https://doi.org/10.1080/00405849809543804
MANLEY, Stewart. On holistic academic development in a pandemic (in verse). International Journal for Academic Development, v. 27, n. 2, p. 114-120, 2022. DOI: https://doi.org/10.1080/1360144X.2021.1990065. DOI: https://doi.org/10.1080/1360144X.2021.1990065
MARXEN, Eva; GONZÁLEZ GUTIÉRREZ, Luis Felipe. Alcance de los dispositivos artísticos y poéticos en la investigación en salud y salud mental. Enfermería: Cuidados Humanizados, v. 11, n. 2, e2939, 2022. DOI: https://doi.org/10.22235/ech.v11i2.2939.
PHIPPS, Alison; SITHOLÉ, Tawona. Interrupting the cognitive empire: keynote drama as cultural justice. Language and Intercultural Communication, v. 22, n. 3, p. 391-411, 2022. DOI: https://doi.org/10.1080/14708477.2022.2039170. DOI: https://doi.org/10.1080/14708477.2022.2039170
QUINN, Jocey. Invisible education: posthuman explorations of everyday learning. London: Routledge, 2024. DOI: https://doi.org/10.4324/9781003181897. DOI: https://doi.org/10.4324/9781003181897
SÁNCHEZ, Felipe. Research as an experience: a reflective exploration of art-based research and poetry for researching experiences. In: HUISMAN, Jeroen; TIGHT, Malcolm (ed.). Theory and method in higher education research. Bingley: Emerald Publishing Limited, 2023. v. 9, p. 63-83. DOI: https://doi.org/10.1108/S2056-375220230000009004. DOI: https://doi.org/10.1108/S2056-375220230000009004
SCHOONE, Adrian et al. Variations of I: setting the poetic tone for student-voiced action research. Qualitative Inquiry, v. 29, n. 8-9, p. 922-927, 2023. DOI: https://doi.org/10.1177/10778004221135136. DOI: https://doi.org/10.1177/10778004221135136
SNÆVARR, Stefán. The poetic of reason: introducing rational poetic experimentalism. Leiden: Brill, 2022. DOI: https://doi.org/10.1163/9789004523814. DOI: https://doi.org/10.1163/9789004523814
STREET, Seán. Sound poetics: interaction and personal identity. Cham: Palgrave Macmillan, 2017. DOI: https://doi.org/10.1007/978-3-319-58676-2. DOI: https://doi.org/10.1007/978-3-319-58676-2
THI NGUYEN, Bich-Phuong. “Bamboos taught me to bend, but not to break”: a poetic narrative of teacher identity negotiations. International Journal of Qualitative Studies in Education, v. 38, n. 2, p. 197-210, 2025. DOI: https://doi.org/10.1080/09518398.2024.2365194. DOI: https://doi.org/10.1080/09518398.2024.2365194