The teaching-learning process of poetic text through neighboring games

Abstract

This article aims to present the contributions of bordering games in the teaching and learning process of poetic text. It is a result of a classroom-based research (2014) carried out in a public school located in Triângulo Mineiro region, Minas Gerais state, with children in second grade of primary education. The corpus used in the study includes poems of the book Ou Isto Ou Aquilo, by Cecília Meireles. For children’s appropriation of poetic genre three bordering games have been employed: dramatic game, memory game and poetic game. The study revealed that bordering games may create the reasons for children to read and write poems, as it provides them to make sense as readers and authors of texts. It concludes that bordering games employment,in intentionally planned teaching, for children’s appropriation of writing and reading is an efficient didactic resource that benefits writing appropriation in early grades of primary education