RHYMING AND LEARNING: POETRY AS A TOOL FOR LITERACY AND SOCIALIZATION IN THE MULTIGRADE CLASSROOM

Abstract

This article aims to analyze how the production and exploration of rhyming poems contribute to the literacy process and to the development of socialization among students with different learning levels in a multigrade class in the early years of Elementary School, in a rural school in Cumaru, Pernambuco. The study is guided by the following question: how does the use of poetry, as a pedagogical practice, contribute to the process of literacy and language development in a multigrade classroom? The adopted methodology is based on a qualitative approach, with observation of pedagogical practices developed from the poem “A casa e seu dono”, by Elias José. The activities included group discussions, expressive reading by the teacher, collective reading with individual support, oral and written interpretation, organization of segmented texts, identification and association of rhymes, as well as collaborative group work organized according to learning levels. The experience concluded with the song “A casa”, by Toquinho and Vinícius de Moraes. The results showed advances in phonological awareness, expansion of linguistic repertoire, and strengthening of social interaction, demonstrating that poetry promotes inclusive, meaningful, and enjoyable teaching.