AMONG NURSERY RHYMES, CORDELS AND POEMS: WEAVING LORES IN LITERACY PRACTICES

Abstract

This paper approaches the contribution of the craft of rhyming in an Elementary School class from the Municipal Education System in Salvador. It is an exploratory bibliographic study (GIL, 2002). The paper aims at revealing that the playfulness brought by visual arts and poetic texts such as nursery rhymes, quadrinhas, Brazilian folk songs and cordel can construct a knowledge that may help the literacy process. It evinces the richness of the work with rhymes in the broadening of the cultural repertoire, phonological awareness and the multiple literacies. The notions of reading and writing are based on Arapiraca, Araújo and Muniz (2015); Koch and Elias (2011); Lerner (2006), Salvador (2018) and Soares (2004). The investigation shows that the promotion of reflection on how students learn, and the perception that the lessons must validate the world experienced by them makes the dialogue with reality a potential pathway that the pedagogical actions in a classroom could follow. It is paramount to invest in critical and reflective teacher training, which enables teachers to analyze their own practice, aiming at the development of significant pedagogical actions which value the students’ knowledge.