Reading and Writing Poetry from a Philosophy and Childhood Perspective. Experiences in a Rural School

Abstract

The text presents the research results of the project Reading and Writing from a Philosophy and Childhood Perspective – FeI (Filosofia e Infancia) carried out at the Rafael Uribe de Toca
Technical Educational Institution - Leonera rural campus. The methodological approach is qualitative. To encourage learning, a literary investigation was conducted. The Philosophy and
Childhood Perspective - FeI theoretical methodological approaches were employed, focusing on the correlation between reading, writing, and poetry. The ultimate goal was to create transformative environments within the educational institution. The emerging categories
of analysis from the study were: child-author-writer, and child-poet. The literary language,
especially poetry, is explored, making reading, storytelling, and writing a way of experiencing
thought. Finally, some reading scenarios that revolve around themes such as environment,
reflection, learning, curiosity, wonder, and questioning, are proposed. These scenarios are
designed to inspire boys and girls to articulate their experiences using poetry as another way
of giving meaning to the rural school experience Skholé.