Reading, memory and poetic text (poetry)

Abstract

This article has been originated by a pedagogical practice with poetic texts, aiming to analyze the concept(s) of memory as presented by Cognitive Psychology and Neurosciences, besides introducing the notion of mental representation. The conceptual association hypothesis has emerged from the necessity of a broader view of the cognitive organization, which has evolved during meetings with a group of Elementary and High School teachers, who have participated in a workshop on poetic texts reading – A construção de conhecimentos: competência e fruição na leitura de textos poéticos (in English, Knowledge construction: competence and fruition in reading poetic texts) - which has been developed for two months during the second semester of 2006. This workshop integrated the program named A construção de conhecimentos e competências em leitura: formando professores leitores (in English, Knowledge and competence construction in reading: forming reader teachers), from the Master's Course in Letters at UNISC, whose aim was to re-empower the reading classes, through the qualification of the reading mediation of narrative, argumentative and poetic texts. Three workshops offered to the teachers who integrated the teaching region embraced by UNISC in 2006 constituted the program, previewing the introduction of new textual approaches, searching for the inter-relation between teachers' theoretical and methodological updating at school. In the workshop here mentioned – the one on the poetic text – one of the relevant aspects was the varying views on memory and reading.