Teaching case: Let's Quintanear? The meeting between the children and the Poeta Passarinho

Abstract

This article presents the narrative in the form of teaching case about the reading practice of a teacher with elementary school children, based on Mário Quintana's poetics. The work undertaken considers the contribution of literature in the task of helping children to give a new meaning to the world through words, and, above all, enables the aesthetic and playful experience with language, promoting bonds of affection with reading. The objective is to provoke teachers to reflect on the teaching case that brings the possibility of a meaningful and challenging reading practice, in which the literary text is an ally of the teacher in the classroom. Adopted as an investigative and formative strategy, teaching cases and case methods present numerous possibilities, among them the formative potential for the professional development of teachers based on a narrative that highlights the powerful practice of a teacher, able to promote intense mediated experiences through spaces of sensitive listening and dialogues with the work of Mário Quintana. The teaching case concentrates possibilities of teaching and learning in the process of alterity and alternation by providing the reader of the narrative the chance to put him-herself in the role of protagonist and share the own practice in an ethos of belonging.