Social literacies and poetry: a pedagogical practice in elementary education

Authors

DOI:

https://doi.org/10.12957/soletras.2025.91559

Abstract

This article analyzes the use of poetry as a tool for developing social literacies among 7th-grade students in a public school located in the interior of the state of Pará, Brazil. The proposal is part of the author’s master's research, conducted within the Professional Master's Program in Letters at the Federal University of the South and Southeast of Pará (UNIFESSPA). The theoretical framework is based on the studies of Brian V. Street, who conceives literacy as a socially situated practice. The qualitative research adopted the action-research methodology and was carried out at the Antônio Braga e Chaves Municipal School in the municipality of Itupiranga (PA). A total of five literary workshops were conducted with approximately 30 students. For the purposes of this article, two poems produced by students during workshops on the themes of "solidarity" and "friendship" were selected. The results indicate that integrating poetry into the curriculum can enhance not only literary literacy but also critical reflection on social values, fostering empathy, cooperation, and greater student engagement with the realities around them.

Author Biographies

Elionay Ramos Félix, Universidade Federal do Norte do Tocantins

Doutorando em Linguística e Literatura na Universidade Federal do Norte do Tocantins (UFNT). Mestre em Letras pelo PROFLETRAS na Universidade Federal do Sul e Sudeste do Pará (UNIFESSPA). Graduado em Letras - Português e Inglês pela Universidade da Amazônia (UNAMA). Possui ampla experiência como professor da rede municipal de Ensino em Marabá e Itupiranga. Atualmente realiza pesquisas relacionadas à Etnopoesia e Geopoesia na região Norte do País.

Cícero da Silva, Universidade Federal do Norte do Tocantins

He holds a B.A. in English and Portuguese from the State University of Tocantins (Unitins), a Ph.D. and a Master’s Degree in Letters: Language and literature teaching from the Federal University of Tocantins (UFT), and a Postdoctorate in Applied Linguistics at the São Paulo State University (Unesp). Graduation Professor in Rural Education: Arts and Music and in the Linguistic and Literature graduate program of the Federal University of Northern Tocantins (UFNT), Brazil. Leader of Research Group on Education, Language, and Literacy - GEELL/UFNT/CNPq and Editor-chief of EntreLetras Journal. He has experience in the area of Applied Linguistics and Rural Education, working mainly on the following topics: discoursive genres, reading/writing practices, literacy, didactic material, and pedagogical practices in Rural Education (Pedagogy of Alternation). He is a member of the Brazilian Association of Linguistics (ABRALIN), the Linguistic Studies Group of the São Paulo State (GEL), and the Red Temática de Investigación de Educación Rural (RIER), Mexico.

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Published

2025-12-20

Issue

No. 53 (2025): The Practices of Language and Literature Teacher Training

Section

Dossiê 53 (set.-dez. 2025): As práticas de formação de professores de língua e de literatura

License

The approval of the article implies the immediate and free transfer of the publication rights in this journal. The author (s) authorize the Postgraduate Program in Literature and Linguistics (PPLIN) to reproduce it and publish it in Revista SOLETRAS, understanding the terms "reproduction" and "publication" in accordance with Definition of article 5 of Law 9610/98. The author (s) will continue to own the copyright for subsequent publications. The article can be accessed by the world wide web (http://www.e-publicacoes.uerj.br/index.php/soletras), being allowed, free of charge, the consultation and the reproduction of copy of the article for own use. Cases of plagiarism or any illegalities in the submitted texts are the sole responsibility of their authors.