ABSTRACT
The writing of poems has always had a place in school, mainly with students and teachers selected for competitions and festivities. In this context, the poem is a representation of specialness carried of emotions, and any other kind of poem, of varied periods and subgenres, would be reject, because the conception of the students differs from the one present in the text in front of them (MICHELETTI, 2000). Recent studies, however, indicate new possibilities for reading and production of poems at school (NOGUEIRA, 2008; COSSOM, 2006), which led us, in this article, to the analysis of these changes, new and different discursive positions, for the student and the teacher in the process of production and circulation of poems. In proposing the elaboration of a poem, whose theme was "childhood in redondilhas," it was stablished as an objective, the concept of "agency" (BAZERMAN, 2006) at all stages of writing, positioning the teacher as an editor-advisor for a poet-student. The activities were applied during the first and second semesters of 2008, 2009 and 2010 in the fifth period of Stylistics, in Translator and Interpreter Undergraduation Course. The strategies adopted were those of Didactic Sequence (SCHNEWULY, DOLZ, 2004). The interactions took place in the classroom and, subsequently, in accordance with the timing and needs of the student, by email, that also facilitated the registration of the various stages and the development of a reflection on the production, the difficulties and the solutions in the pursuit of "masterpiece" (JOLIBERT, 1994). Each group obtained different solutions that confirm the emergence of strategies for each activity of writing, promoting, to the professor, new places. The analysis of these activities is a way of understanding how these roles contribute to the learning of the authorship within the conception of poem as poetic genre (BARBOSA, 2001, PADILHA, 2011).
Keywords:
poem; agency; authorship.
