praticapedagogica_peds_silvana_26_04_2025_Maringa_LP

Introduction to Poetry and Haikai

Overview of the Lesson

• The teacher engages students, ensuring everyone is organized in their groups and ready to learn about poetry.

• A brief recap of previous lessons on poems, including elements like verses, stanzas, and rhymes.

Introduction to a New Book

• The lesson will focus on a book featuring a well-known character, with an emphasis on deepening understanding of poetry.

• Students are reminded about the "Leia Paraná" program that provides access to various books online for both recreation and learning purposes.

Understanding Haikai

Definition and Characteristics

• The teacher introduces "haikai," a type of short poem originating from Japanese culture, emphasizing its unique structure.

• Haikai consists of three lines; specifically, it has three verses—more than two but less than five—which is crucial for its classification as haikai.

Importance of Haikai in Literature

• The selected book for reading is titled "Os Raicais do Menino Maluquinho," focusing on haikai poems written by the beloved character created by Brazilian author Ziraldo.

• The teacher highlights that poetry can be perceived as more childlike than adult-oriented due to its freedom in expression and creativity with language.

Exploring the Character: Menino Maluquinho

Background Information

• Menino Maluquinho is introduced as a familiar character among children, often associated with stories told in schools across Brazil.

• Ziraldo, the creator of this character, is recognized for his engaging personality and accessibility during interviews before his passing.

Reading Activity

Understanding Rikai: A Unique Poetic Form

Introduction to Rikai

• The speaker introduces a small poem consisting of three verbs, emphasizing its unique structure using indograms that convey powerful imagery akin to a flash of light.

• The concept of Rikai is rooted in Japanese tradition, characterized by expressing profound meaning with minimal words, likened to a fleeting moment captured in poetry.

Characteristics of Rikai

• The speaker highlights the surprising depth found in short poems, noting that they can explode with meaning despite their brevity.

• A personal anecdote reveals how the speaker was introduced to Rikai by childhood friend and poet Paulo Nogueira, who adhered to specific structural rules established by Guilherme de Almeida.

Structural Rules of Rikai

• The essential structure includes three lines: the first and third lines contain five syllables each, while the middle line has seven syllables. Additionally, there are specific rhyming requirements between these lines.

• Poems like Rikai are classified as fixed-form poetry due to their unchanging structure; this contrasts with other forms such as sonnets which have more flexible rules regarding rhyme and length.

Personal Reflections on Writing Rikai

• The speaker reflects on maintaining traditional elements from Guilherme de Almeida's style while also acknowledging that traditional Japanese Haiku does not include rhyme.

• An interesting experience is shared about waking up at night to jot down ideas for a poem, illustrating the spontaneous nature of creativity involved in writing Rikai.

Ideograms and Their Significance

• Discussion shifts towards ideograms used in Japanese culture, highlighting their ability to convey complex meanings through simple symbols—similar to how images can encapsulate entire thoughts or feelings.

• The speaker draws parallels between ideograms seen in anime and the essence of poetry where visual representation can often communicate more than words alone.

Engaging with Poetry

• As the session progresses, participants are encouraged to read aloud from selected Raikais. This interactive element aims to deepen understanding through shared interpretation.

Classroom Dynamics and Student Engagement

Classroom Interaction and Student Behavior

• The teacher addresses the students' reluctance to participate, suggesting that if they don't want to engage, she will proceed without them. This highlights the challenge of maintaining student interest.

• A discussion arises about respect among peers during a reading session. The teacher emphasizes the importance of listening to classmates, indicating a need for mutual respect in classroom settings.

• Students express curiosity about abstract concepts such as flying and existential questions like life after death. This reflects their imaginative thinking and desire for deeper understanding beyond the curriculum.

• The teacher encourages silence for the next student to read, reinforcing classroom etiquette and the importance of giving each student an opportunity to share their voice.

Themes of Curiosity and Existential Inquiry