Poesia e infância: o corpo em viva voz
Ângela Fronckowiak*
Resumo: Ｎｅｓｔｅ＃ａｒｔｉｇｏ＃ｂｕｓｃｏ＃ｐｒｏｂｌｅｍａｔｉｚａｒ＃ａ＃ｐｏｓｓｉｂｉｌｉｄａｄｅ＃ｄｅｓａｬａｄｏｒａ，＃ｃｏｌｏｃａｄａ＃ﾽ＃ｅｓｃｏｌａ＃ｄａ＃ ｉｎｆﾯｎｃｉａ，＃ｄｅ＃ｐｅｒｃｅｂｅｒ＃ｏ＃ｖﾞｎｃｕｌｏ＃ｄａ＃ｌｅｉｔｕｒａ＃ｄｅ＃ｐｏｅｍａｓ＃ｃｏｍ＃ｓｕａ＃ｐｏｔￎｎｃｉａ＃ｅｎｑｕａｎｔｏ＃ｅｘｐｅｒｉￎｎ-ｃｉａ＃ｐｏﾝｔｉｃａ＃ｑｕｅ＃ｐｏｄｅ＃ｓｅｒ＃ｃｏｎｑｕｉｓｔａｄａ＃ｅｍ＃ｖｉｖａ＃ｖｏｚ＃ｐｏｒ＃ｕｍ＃ｃｏｒｐｏ＃ｑｕｅ＃ｓｅｎｔｅ．＃Ｎｏ＃ｍｏｍｅｎｔｏ＃ ｅｍ＃ｑｕｅ，＃ｎｏ＃ｃｅｎￂｒｉｏ＃ｅｄｕｃａｃｉｏｎａｌ＃ｂｒａｓｉｌｅｉｒｏ，＃ｄｉｓｃｕｔｅ－ｓｅ＃ｏ＃ｃｕｒｒﾞｃｕｌｏ＃ｄａｓ＃ｅｓｃｏｌａｓ＃ｄｅ＃Ｅｄｕｃａﾲￌｏ＃ Ｉｎｆａｎｔｉｌ，＃ｏ＃ｔｅｘｔｏ＃ｄｅｆｅｎｄｅ，＃ａ＃ｐａｒｔｉｒ＃ｄｏｓ＃ａｐｏｒｔｅｓ＃ｔｅﾔｒｉｃｏｓ＃ｄａ＃ｉｍａｇｉｎａﾲￌｏ＃ｃｒｉａｄｏｒａ＃ｅｍ＃Ｇａｓｔｏｎ＃ Ｂａｃｈｅｌａｒｄ；＃ｄａ＃ｐｅｄａｇｏｇｉａ＃ｐｏﾝｔｉｃａ＃ｅｍ＃Ｇｅｏｒｇｅｓ＃Ｊｅａｎ；＃ｄａ＃performance ｖｏｃａｌ＃ｅｍ＃Ｐａｕｌ＃Ｚｕｍｔｈｏｒ；＃ ｅ＃ｄａ＃ｅｘｐｅｒｉￎｎｃｉａ＃ｅｍ＃Ｗａｌｔｅｒ＃Ｂｅｎｊａｍｉｎ，＃ａ＃ａｂｏｒｄａｇｅｍ＃ｄａ＃ｌｉｔｅｒａｔｕｒａ＃ｎￌｏ＃ｃｏｍｏ＃ￂｒｅａ＃ｄｏ＃ｃｏｎｈｅ-ｃｉｍｅｎｔｏ＃ｏｕ＃ｃａｍｐｏ＃ｄｉｓｃｉｐｌｉｎａｒ，＃ｍａｓ＃ｃｏｍｏ＃ｌｉｎｇｕａｇｅｍ＃ｑｕｅ＃ｅｍｅｒｇｅ＃ｄａ＃ｃｏｒｐｏｒｅｉｄａｄｅ．＃
Palavras-chave: ｉｎｆﾯｎｃｉａ；＃ｅｘｐｅｒｉￎｎｃｉａ＃ｐｏﾝｔｉｃａ；＃ｅｄｕｃａﾲￌｏ＃ｉｎｆａｎｔｉｌ；＃ｐｏｅｓｉａ；＃ｌｉｔｅｒａｔｕｒａ．＃
Poetry and childhood: the body in live voice
Abstract: Ｔｈｉｓ＃ａｒｔｉｃｌｅ＃ｓｅｅｋｓ＃ｔｏ＃ｄｉｓｃｕｓｓ＃ｔｈｅ＃ｃｈａｌｌｅｎｇｉｎｇ＃ｐｏｓｓｉｂｉｌｉｔｙ，＃placed to the childhood ｓｃｈｏｏｌ，＃ｏｆ＃ｐｅｒｃｅｉｖｉｎｇ＃ｔｈｅ＃ｂｏｎｄ＃ｏｆ＃ｔｈｅ＃ｐｏｅｍｓ＃ｒｅａｄｉｎｇ＃ｗｉｔｈ＃ｉｔｓ＃ｓｔｒｅｎｇｔｈ＃ａｓ＃ａ＃ｐｏｅｔｉｃ＃ｅｘｐｅｒｉｅｎｃｅ＃ ｔｈａｔ＃ｃａｎ＃ｂｅ＃ｃｏｎｑｕｅｒｅｄ＃ｉｎ＃ｌｉｖｅ＃ｖｏｉｃｅ＃ｂｙ＃ａ＃ｂｏｄｙ＃ｔｈａｔ＃ｆｅｅｌｓ．＃Ａｔ＃ｔｈｅ＃ｍｏｍｅｎｔ＃ｉｎ＃ｗｈｉｃｈ，＃ａｔ＃ｔｈｅ＃ Ｂｒａｚｉｌｉａｎ＃ｅｄｕｃａｔｉｏｎａｌ＃ｓｃｅｎａｒｉｏ，＃ｔｈｅ＃ｏｒｇａｎｉｚａｔｉｏｎ＃ｏｆ＃ｔｈｅ＃ｅｌｅｍｅｎｔａｒｙ＃ｓｃｈｏｏｌｓ＃ｃｕｒｒｉｃｕｌｕｍ＃ｈａｓ＃ ｂｅｅｎ＃ｄｉｓｃｕｓｓｅｄ，＃ｔｈｅ＃ｔｅｘｔ＃ｄｅｆｅｎｄｓ，＃ｂａｓｅｄ＃ｏｎｔｈｅ＃ｔｈｅｏｒｅｔｉｃａｌ＃ｆｒａｍｅｗｏｒｋ＃ｏｆ＃Ｇａｓｔｏｎ＃Ｂａｃｈｅｌａｒｄ＇ｓ＃ ｃｒｅａｔｉｖｅ＃ｉｍａｇｉｎａｔｉｏｎ；＃ｏｎ＃ｔｈｅ＃ｐｏｅｔｉｃ＃ｐｅｄａｇｏｇｙ＃ｉｎ＃Ｇｅｏｒｇｅｓ＃Ｊｅａｎ；＃ｏｎ＃Ｐａｕｌ＃Ｚｕｍｔｈｏｒ＇ｓ＃ｖｏｃａｌ＃ ｐｅｒｆｏｒｍａｎｃｅ＃ａｎｄ＃ｏｎ＃Ｗａｌｔｅｒ＃Ｂｅｎｊａｍｉｎ＇ｓ＃ｅｘｐｅｒｉｅｎｃｅ，＃ｔｈｅ＃ａｐｐｒｏａｃｈ＃ｔｏ＃ｌｉｔｅｒａｔｕｒｅ＃ｎｏｔ＃ａｓ＃ａ＃ ｋｎｏｗｌｅｄｇｅ＃ａｒｅａ＃ｏｒ＃ａ＃ｓｕｂｊｅｃｔ＃ｍａｔｔｅｒ，＃ｂｕｔ＃ａｓ＃ｌａｎｇｕａｇｅ＃ｔｈａｔ＃ｅｍｅｒｇｅｓ＃ｆｒｏｍ＃ｃｏｒｐｏｒｅａｌｉｔｙ．＃ Key words: ｃｈｉｌｄｈｏｏｄ；＃ｐｏｅｔｉｃ＃ｅｘｐｅｒｉｅｎｃｅ；＃ｃｈｉｌｄｈｏｏｄ＃ｅｄｕｃａｔｉｏｎ；＃ｐｏｅｔｒｙ；＃ｌｉｔｅｒａｔｕｒｅ．＃
Carrego meus primórdios num andor. Minha voz tem um vício de fontes. Eu queria avançar para o começo. Chegar ao criançamento das palavras. Lá onde elas ainda urinam na perna.
Antes mesmo que sejam modeladas pelas mãos. Quando a criança garatuja o verbo para falar o que não tem.
Manoel de Barros – Livro sobre nada
Ｅｒａ＃ｕｍａ＃ｖｅｚ＃ｕｍａ＃ｐｒｏｆｅｓｓｏｒａ＃ｑｕｅ＃ｇｏｓｔａｖａ＃ｄｅ＃ｃｒｉａｎﾲａｓ，＃ｄｅ＃ｐｏｅｓｉａ＃ｅ＃ｄｏｓ＃ａｌｕｎｏｓ＃ ｇｒａｎｄｅｓ＃ｃｏｍ＃ｑｕｅｍ＃ｃｏｎｖｉｖｉａ＃ｎａ＃ｕｎｉｖｅｒｓｉｄａｄｅ．＃Ｅｓｔｅｓ，＃ｐｏｕｃｏ＃ｃｏｎｬａｎｔｅｓ＃ｎｏ＃ｐｏｄｅｒ＃ ｄｅ＃ｓｕａｓ＃ｖｏｚｅｓ＃ｅ＃ｄｅ＃ｓｕａｓ＃ｉｎｔｕｉﾲﾫｅｓ＃ｌｅｉｔｏｒａｓ，＃ｓｅ＃ｎｅｇａｖａｍ＃ａ＃ｌｅｒ＃ｅｍ＃ｖｏｚ＃ａｌｔａ＃ａｔﾝ＃ｍｅｓｍｏ＃ ｔｒｅｃｈｏｓ＃ｅｍ＃ｐｒｏｓａ，＃ｊￂ＃ｑｕｅ＃ｏｓ＃ｐｏｅｍａｓ，＃ｎￌｏ＃ｒａｒｏ，＃ｅｒａｍ＃ｃｏｎｓｉｄｅｒａｄｏｓ＃ｌｅｉｔｕｒａ＃ｄｉｆﾞｃｉｌ＃ｅ＃ ｉｎａｃｅｓｓﾞｖｅｌ．＃“Será assim também na infância da palavra, antes de serem modeladas por mãos de escola?”＃ｮ＃ｅｌａ＃ｓｅ＃ｉｎｄａｇａｖａ．＃
Ｅ＃ｈａｖｉａ＃ｕｍ＃ｇｒｕｐｏ＃ｄｅ＃ｃｒｉａｎﾲａｓ．＃Ｅｌａｓ＃ｔｉｎｈａｍ＃ｅｎｔｒｅ＃３＃ｅ＃６＃ａｎｏｓ＃ｅ，＃ｃｏｍｏ＃ｕｍａ＃ ｨｔｕｒｍａｶ＃ｄｅ＃Ｅｄｕｃａﾲￌｏ＃Ｉｎｆａｎｔｉｌ＃ｄｅ＃ｕｍａ＃ｅｓｃｏｌａ＃ｉｌｕｍｉｎａｄａ＃ｐｅｌｏ＃ｓｏｌ，＃ｃｈｅｉａ＃ｄｅ＃ｖｅｒｄｅ，＃ ｄｅ＃ｐￂｔｉｏ＃ｏｎｄｅ＃ｐｏｄｉａｍ＃ａｎｄａｒ＃ｅ＃ｃｏｒｒｅｒ，＃ｏｕｖｉａｍ＃ｍﾜｓｉｃａ，＃ｉｎｖｅｎｔａｖａｍ＃ｈｉｓｔﾔｒｉａｓ，＃ｍｏ -ｄｅｌａｖａｍ＃ａｒｇｉｌａ，＃ｐｉｎｔａｖａｍ＃ｅｍ＃ｆｏｌｈａｓ＃ｇｒａｎｄｅｓ＃ｅ＃ｃｏｍｕｎｇａｖａｍ＃ｊｕｎｔｏｓ＃ｅｓｐａﾲｏｓ＃ｑｕｅ＃ ｅｒａｍ＃ｄｅ＃ｔｏｄｏｓ．＃
Ｅ＃ｅｓｓａ＃ｑｕｅ＃ｆｕｉ＃ｅｕ＃ｅｓｃｏｌｈｅｕ＃ｄｉｚｅｒ＃ｐｏｅｍａｓ＃ｐａｒａ＃ａｓ＃ｃｒｉａｎﾲａｓ＃ｎￌｏ＃ａｌｆａｂｅｔｉｚａｄａｓ＃ｄｅｓｓａ＃ ｅｓｃｏｌａ＃ｕｍａ＃ｖｅｚ＃ｐｏｒ＃ｓｅｍａｎａ＃ｄｕｒａｎｔｅ＃ｄｏｉｓ＃ａｎｏｓ．＃Ｅｕ＃ｇｏｓｔａｖａ＃ｄｅ＃ｅｓｐｉￂ－ｌａｓ＃ｅｘｐｅｒｉｍｅｎｔａｎ -ｄｏ＃ａ＃ｐｏｅｓｉａ，＃ｓａｂｏｒｅａｖａ＃ｃｏｍ＃ｅｌａｓ＃ｏ＃ｐｏﾝｔｉｃｏ ｄｅ＃ｆｏｒｍａ＃ｌﾜｄｉｃａ，＃ｂａｒｕｌｈｉｎｈｏ＃ｍｏｎｏｃﾔｒｄｉｏ＃ ｄｅ＃ｆｏｎｔｅ：＃ｉｇｕａｌ＃ｓｅｍｐｒｅ＃ｄｉｆｅｒｅｎｔｅ．＃Ｆａｚｅｎｄｏ＃ｉｓｓｏ＃ｍｕｉｔｏ＃ｔｅｍｐｏ，＃ｃｏｍ＃ａ＃ｄｅｌｉｃａｄｅｚａ＃ｄｅ＃ ｑｕｅｍ＃ｄｅｓ－ｃｏｂｒｅ＃ｏｓ＃ｐｒｉｎｃﾞｐｉｏｓ，＃ｅｕ＃ｃｒｉａｎﾲａｖａ，＃ｉｎｖｅｎｔａｎｄｏ＃ｊｏｇｏｓ＃ｄｅ＃ｂｒｉｎｃａｒ＃ｐａｌａｖｒａｓ，＃ ｬｃｃｉｏｎａｎｄｏ＃ｊｅｉｔｏｓ＃ｄｅ＃ｍａｇｉｃａｒ＃ａ＃ｖｉｄａ，＃ａ＃ｍｉｎｈａ，＃ｎｕｍ＃ａｎｄｏｒ．＃ﾧｓ＃ｖｅｚｅｓ，＃ｐａｒｅｓ＃ｄｅ＃ｏｌｈｏｓ＃ ｎￌｏ＃ｐａｒｅｃｉａｍ＃ｍｕｉｔｏ＃ｉｎｔｅｒｅｓｓａｄｏｓ＃ｎａｑｕｉｌｏ＃ｑｕｅ＃ｏｓ＃ｃｏｒｐｏｓ＃ａｔｅｎｔｏｓ＃ｄｅｍｏｎｓｔｒａｖａｍ＃ ｏｕｖｉｒ．＃Ｅｕ＃ｒｅｭｅｔｉａ＃ｓｏｂｒｅ＃ｅｓｓａｓ＃ｃｏｎｔｒａｄｉﾲﾫｅｓ．＃
Ｊｕｌｇａｎｄｏ＃ｑｕｅ＃ｃｏｎｈｅｃｉａ＃ｏ＃ｑｕｅ＃ｂｕｓｃａｖａ，＃ｍａｓ＃ｓｅｍ＃ｎｅｍ＃ｉｍａｇｉｎａｒ＃ｏ＃ｑｕｅ＃ｉａ＃ｅｎｃｏｎｔｒａｒ，＃ ｅｕ＃ｍｅ＃ｉｎｖｅｎｔｅｉ＃ｐｅｓｑｕｉｓａｄｏｒａ．＃Ｅ＃ｅｓｔｉｖｅ＃ｃｏｍ＃ｍａｉｓ＃ｃｒｉａｎﾲａｓ，＃ｅｘｐｌｏｒｅｉ＃ｎｏｖｏｓ＃ｐｏｅｍａｓ，＃
ｅ＃ｏｕｔｒｏｓ，＃ｅ＃ｒｅｐｅｔｉ＃ａ＃ｌｅｉｔｕｒａ＃ｄｅ＃ａｌｇｕｎｓ＃ｔａｎｔａｓ＃ｖｅｚｅｓ＃ｑｕａｎｔａｓ＃ｆｏｒａｍ＃ｓｏｌｉｃｉｔａｄａｓ，＃ｅｎｔｒｅ -ｇａｎｄｏ＃ａｏ＃ｌｅｒ＃ｕｍ＃ｓｅｎｔｉｒ－ｐｅｎｓａｒ＃ｓｉｌｅｎｃｉｏｓｏ．＃Ａｌｇｏ＃ｌｅｎｔｏ＃ｓｅ＃ｆａｚｉａ＃ｅｍ＃ｍｉｍ．＃
Ｅ＃ｅｒａ＃ｕｍａ＃ｖｅｚ＃ｕｍａ＃ｐｅｓｑｕｉｓａｄｏｒａ＃ａ＃ｑｕｅｍ＃ｓｕｇｅｒｉｒａｍ＃ｑｕｅ＃ｃｏｎｔａｓｓｅ，＃ｐａｒａ＃ｏｕｔｒａｓ＃ ｇｅｎｔｅｓ＃ａｄｕｌｔａｓ＃ｅ＃ｓﾝｒｉａｓ＃ｅ＃ｍｕｉｔｏ＃ｏｃｕｐａｄａｓ，＃ｍａｓ＃ｉｇｕａｌｍｅｎｔｅ＃ｃｒｉａｎｃｅｉｒａｓ，＃ａｑｕｉｌｏ＃ｑｕｅ＃ ｔｉｎｈａ＃ｅｎｃｏｎｔｒａｄｏ．＃“Mas não há novidade em dizer que nesses encontros entrevi o hu-mano brincando a poesia!” ｮ＃ｐｅｎｓｏｕ，＃ｐｅｎｓｅｉ．＃Ｄｅｐｏｉｓ，＃ａｖａｎﾲａｎｄｏ＃ｌￂ＃ｐａｒａ＃ｏ＃ｃｏｍｅﾲｏ＃ ｄｅ＃ｑｕａｎｄｏ＃ｏ＃ｑｕｅ＃ｅｕ＃ｖｉｖｅｒａ＃ｎￌｏ＃ｅｒａ＃ｐａｌａｖｒａ，＃ｇａｒａｔｕｊｅｉ＃ｏ＃ｑｕｅ＃ａｉｎｄａ＃ｎￌｏ＃ｓａｂｉａ＃ｑｕｅ＃ ｓａｂｉａ．＃Ｆｉｃｏｕ＃ａｓｓｉｍ：＃
Brincar o corpo que ouve e ficciona – o que não se ensina e se
aprende com a poesia
Ｏ＃ｇｒｕｐｏ＃ｄｅ＃ｃｒｉａｎﾲａｓ＃ｄａ＃ｅｓｃｏｌａ＃ｔｉｎｈａ＃ａｃａｂａｄｏ＃ｄｅ＃ｏｕｖｉｒ＃ｏ＃ｐｏｅｍａ＃ｨＳｅｒｅｎａｔａｶ，＃ｄｅ＃ Ｃａｐｐａｒｅｌｌｉ＃（１９８９，＃ｐ．７６）：＃
. A palavra “poético” deriva do verbo grego poiein e seu significado está associado a “criar”, “fazer” através da linguagem.
. Experiência oportunizada pelas pesquisas Poesia e infância: a pedagogia poética de Georges Jean
Ｍｉａｕ，＃ｍｉａｕ，＃ｍｉａｕ＃ ｑｕｅｒｅｍｏｓ＃ｍｉｎｇａｕ＃ ｑｕｅｒｅｍｏｓ＃ｍｉｎｇａｕ＃
Mia o gato no telhado ｍｉａ＃ｏ＃ｇａｔｏ＃ｎｏ＃ｖａｒａｌ＃ mia o gato na bacia ｍｉａ＃ｏ＃ｇａｔｏ＃ｎｏ＃ｑｕｉｎｔａｌ＃ Ｍｉａｕ，＃ｍｉａｕ，＃ｍｉａｕ＃ ｑｕｅｒｅｍｏｓ＃ｍｉｎｇａｕ＃ ｑｕｅｒｅｍｏｓ＃ｍｉｎｇａｕ＃ Ｍｉａ＃ｏ＃ｇａｔｏ＃ｎｏ＃ｘａｄｒｅｚ＃ Mia o gato no hospital ｍｉａ＃ｏ＃ｇａｔｏ＃ｎａ＃ｃｏｘｉｌｈａ＃ mia o gato musical
Ｍｉａｕ，＃ｍｉａｕ，＃ｍｉａｕ＃ ｑｕｅｒｅｍｏｓ＃ｍｉｎｇａｕ＃ ｑｕｅｒｅｍｏｓ＃ｍｉｎｇａｕ＃
Ｎａ＃ｌｅｉｔｕｒａ＃ｖａｌｏｒｉｚｅｉ＃ｏ＃ｅｆｅｉｔｏ＃ｓｏｎｏｒｏ３＃ｉｍｐｒｉｍｉｄｏ＃ａｏ＃ｔｅｘｔｏ，＃ｍｅｌｏｐｅｉａ （Ｐｏｕｎｄ，＃ ［１９８－］；＃１９８８）＃ｑｕｅ＃ｒｅｖｅｒｂｅｒａ＃ａ＃ｍｕｓｉｃａｌｉｄａｄｅ＃ｄｅ＃ｕｍａ＃ｅｘﾔｔｉｃａ＃ｃｏｍｐｏｓｉﾲￌｏ＃ｆｅｌｉｎａ．＃Ａ＃ ｕｍ＃ｓﾔ＃ｔｅｍｐｏ，＃ｐｏｅｍａ＃ｅ＃ｌｅｉｔｕｒａ＃ｆｏｒａｍ＃ｕｍａ＃ｅｘｐｅｒｉￎｎｃｉａ＃ｍｉａｄａ＃ｅｍ＃ｖｉｖａ＃ｖｏｚ．＃
3. No poema, a percepção sensória da palavra “serenata” é evocada em muitos procedimentos compositivos: ) o paralelismo gerado pela repetição de “mia o gato”, ao longo da segunda e quarta estrofes, evolui para o ritornelo – uma forma especial de paralelismo em que as repetições se fazem integralmente não só sob o aspecto da ideia, mas também no do(s) vocábulo(s) que a expressa(m): isso acontece na repetição da primeira estrofe ao longo do texto; ) o ritornelo, nesse poema, configura-se como estribilho, já que o conjunto dos versos que compõem a primeira estrofe é repetido integralmente, reforçando a melodia; 3) o poema é composto, com exceção das seis sílabas poéticas do primeiro verso do estribilho, só por redondilhas (facilmente memorizáveis do ponto de vista sonoro): menores no estribilho e maiores na segunda e quarta estrofes; 4) as rimas externas alternadas “varal/quintal” e “hospital/musical” são, do ponto de vista sonoro, consoantes. Essa identidade de sons finais semelhantes a partir da tônica extrapola a simples correspondência rímica dos versos, na medida em que reforça a onomatopeia – reprodução do miado dos gatos – já percebida no poema. Note-se que o “al” final dessas palavras realiza-se foneticamente como “au” na linguagem oral, retomando a única rima do estribilho: “Miau, miau, miau / queremos mingau/ queremos mingau”.
Ｈｏｕｖｅ＃ｓｉｌￎｎｃｉｏ＃ｅ＃ｆｏｉ＃ｅｍ＃ｓｉｌￎｎｃｉｏ＃ｑｕｅ＃ａｓ＃ｃｒｉａｎﾲａｓ＃ｖｉｒａｍ．＃Ｅ＃ｃｏｍｏ＃ｓｅｉ＃ｑｕｅ＃ｅｌａｓ＃ｖｉｒａｍ？＃ Ｓｅｕｓ＃ｏｌｈｏｓ＃ｓｅ＃ｄｉｓｔａｎｃｉａｒａｍ＃ｄｅ＃ｍｉｍ，＃ｑｕｅ＃ｅｒａ＃ｓｅｕ＃ｌｉｖｒｏ＃ｖｉｖｏ，＃ｅ＃ｓｅｕｓ＃ｃｏｒｐｏｓ＃ｮ＃ｐｒｅｓｅｎｔｅｓ＃ ｅ＃ｄｉｓｔｒａｉｄａｍｅｎｔｅ＃ａｔｅｎｔｏｓ＃ｮ＃ｉｎｉｃｉａｒａｍ＃ｕｍ＃ｐａｓｓｅｉｏ＃ｅｓｐｏｎｔﾯｎｅｏ＃ｄｅ＃ｑｕａｔｒｏ－ａｐｏｉｏｓ＃ｐｅｌｏ＃ ｔａｐｅｔｅ，＃ｒｅｐｅｔｉｎｄｏ＃ｏ＃ｍｉａｄｏ＃ｄａ＃ｇａｔａｒｉａ＃ｅ＃ｔｒａｎｓｆｏｒｍａｎｄｏ＃ｅｍ＃ｉｍａｇｅｍ－ｃｏｒｐｏ＃ａ＃ｓｏｎｏ -ｒｉｄａｄｅ＃ａｃｏｌｈｉｄａ．＃Ｎｕｍ＃ｉｎｓｔａｎｔｅ＃ｅｓｔａｖａｍ＃ｌａｍｂｅｎｄｏ＃ｐａｔａｓ，＃ｒｏｎｒｏｎａｎｄｏ，＃ｅｓｆｒｅｇａｎｄｏ＃ ｏｓ＃ ｆｏｃｉｎｈｏｓ＃ ｎｏ＃ ｐｅｉｔｏ，＃ ｓｅ＃ ｅｓｐｒｅｇｕｉﾲａｎｄｏ＃ ｎｏ＃ ｔａｐｅｔｅ，＃ ￂｇｅｉｓ＃ ｅ＃ ｅｌￂｓｔｉｃｏｓ．＃ Ａｌｉ，＃ ｄｉａｎｔｅ＃ ｄｅ＃ｍｉｎｈａ＃ｖｏｚ＃ｮ＃ｐｏｔￎｎｃｉａ＃ｄｅ＃ｕｍａ＃ｃｅｎａ＃ｉｎｉｃｉａｄａ＃ｮ，＃ｍｏｖｉａｍ－ｓｅ＃ｏｓ＃ｍａｉｓ＃ｄｉｆｅｒｅｎｔｅｓ＃ ｇａｔｏｓ，＃ｎａｓ＃ｍａｉｓ＃ｄｉｖｅｒｓａｓ＃ｐｏｓｉﾲﾫｅｓ，＃ｄｉｚｅｎｄｏ：＃“miau, miau, miau/ queremos mingau/ queremos mingau”．＃Ｄｅｐｏｉｓ，＃ｏ＃ｌｏｎｇｏ＃ｅｘｅｒｃﾞｃｉｏ＃ｄｅ＃ｅｘｐｅｒｉｍｅｎｔａｒ＃ｕｍａ＃ｐｅｒｃｅｐﾲￌｏ＃ｄｅ＃ ｇａｔｏ＃ｮ＃ｃａｄａ＃ｑｕａｌ＃ａ＃ｓｕａ＃ｮ＃ｃａｎｓｏｕ＃ａ＃ｂｉｃｈａｎａｄａ，＃ｅ＃ａｓ＃ｃｒｉａｎﾲａｓ＃ｖｏｌｔａｒａｍ＃ｎｏｖａｍｅｎｔｅ＃ﾽ＃ ｒｏｄａ，＃ｄｉｓｐｏｓｔａｓ＃ａ＃ｃｏｎｖｅｒｓａｒ：＃
– Vocês sabem o que é uma serenata?＃（ｅｕ）＃ – É um tipo de música!＃（Ｄａｎｉｅｌ，＃４＃ａｎｏｓ）＃ – E quando é que a gente ouve essa música?＃（ｅｕ）＃ – No casamento!＃（Ｍａｔｅｕｓ，＃５＃ａｎｏｓ）＃
– Ora, é quando a gente tá muito feliz!＃（Ｂｉａｎｃａ，＃４＃ａｎｏｓ）＃
Ｐｅｌａ＃ｐｒｉｍｅｉｒａ＃ｖｅｚ，＃ｔｉｖｅ＃ｃｅｒｔｅｚａ＃ｄｅ＃ｑｕｅ＃ａ＃ｉｍａｇｅｍ，＃ｆａｎｏｐｅｉａ＃ｉｎｓｔｉｇａｄａ＃ｐｅｌａ＃ｌｅｉｔｕｒａ＃ ｄｏｓ＃ｖｅｒｓｏｓ，＃ｎￌｏ＃ａｄｖｉｎｈａ＃ｄｉｒｅｔａｍｅｎｔｅ＃ｄｅｌｅｓ，＃ｎｅｍ＃ｒｅｐｒｅｓｅｎｔａｖａ＃ａｓ＃ｐａｌａｖｒａｓ＃ｄｏ＃ｐｏｅｍａ，＃ ａｓｓｉｍ＃ｃｏｍｏ＃ｎￌｏ＃ｃｏｐｉａｖａ＃ｏ＃ｒｅａｌ＃ｐｒｏｊｅｔａｄｏ＃ｐｅｌｏ＃ｔｅｘｔｏ．＃Ａｓ＃ｃｒｉａｎﾲａｓ＃ｔｉｎｈａｍ＃ｄｅｓｆｒｕｔａｄｏ＃ ｄｅ＃ｕｍａ＃ｅｓｐﾝｃｉｅ＃ｄｅ＃ｂｒｉｎｃａｄｅｉｒａ＃ｃｕｊｏ＃ｄｉｖｅｒｔｉｍｅｎｔｏ＃ｆｏｒｊａｒａ＃ｕｍ＃ｐｒｏｃｅｓｓｏ＃ｃｏｒｐｏｒａｌ．＃ Ｍａｓ＃ｏ＃ｑｕｅ＃ｔｉｎｈａｍ＃ｌｉｄｏ＃ａ＃ｐａｒｔｉｒ＃ｄａ＃ｍｉｎｈａ＃ｌｅｉｔｕｒａ？＃
Ａ＃ ｔｅｎｔａｔｉｖａ＃ ｄｅ＃ ｄｅｬｎｉｒ＃ ａ＃ ｐａｌａｖｒａ＃ ｨｓｅｒｅｎａｔａｶ＃ ｖｉｎｃｕｌａｖａ－ｓｅ＃ ｍａｉｓ＃ ﾽ＃ ｅｘｐｅｒｉￎｎｃｉａ＃ ｃｏｒｐﾔｒｅａ＃ａｓｓｕｍｉｄａ＃ｄｕｒａｎｔｅ＃ａ＃ａｕｄｉﾲￌｏ＃ｄｏ＃ｑｕｅ＃ﾽ＃ｎｅｃｅｓｓｉｄａｄｅ＃ｄｅ＃ｒａｃｉｏｎａｌｉｚａﾲￌｏ．＃Ｄａ＃ alquimia poética ｐｒｏｐｏｒｃｉｏｎａｄａ＃ｐｅｌａ＃ｅｓｃｕｔａ＃ｄｏ＃ｐｏｅｍａ＃ｎￌｏ＃ａｄｖｅｉｏ＃ｕｍａ＃ｎａｒｒａﾲￌｏ＃ ｄｉｓｃｕｒｓｉｖａ＃ｬｅｌ＃ａｏｓ＃ｓｅｎｔｉｄｏｓ＃ｄｏ＃ｔｅｘｔｏ．＃Ｎￌｏ＃ｆｏｉ＃ｉｓｓｏ＃ｑｕｅ＃ｐｒｅｓｅｎｃｉｅｉ＃ｎａｓ＃ｍａｎｉｆｅｓｔａﾲﾫｅｓ＃ ｐｏｒ＃ｍｅｉｏ＃ｄａ＃ｌｉｎｇｕａｇｅｍ＃ｃｏｒｐﾔｒｅａ＃（ａ＃ｇｅｓｔｕａｌｉｄａｄｅ＃ｅ＃ａ＃ｍﾞｍｉｃａ），＃ｎｅｍ＃ｎａｓ＃ｅｘｐｒｅｓｓａｓ＃ ｅｍ＃ｌｉｎｇｕａｇｅｍ＃ｖｅｒｂａｌ＃（ａｓ＃ｒｅｓｐｏｓｔａｓ）．＃
Ａｍｂａｓ＃ａｓ＃ｓｉｔｕａﾲﾫｅｓ＃ｉｎｄｉｃａｒａｍ＃ｑｕｅ＃ｅｕ＃ｎￌｏ＃ｅｓｔａｖａ＃ｄｉａｎｔｅ＃ｄｅ＃ｒｅｐｒｅｓｅｎｔａﾲﾫｅｓ＃ｄｏ＃ ｐｏｅｍａ，＃ｍａｓ＃ｄｅ＃ｕｍ＃ｍｏｄｏ＃ｬｃｃｉｏｎａｌ＃ｄｅ＃ｄｅｓｃｒｅｖｅｒ＃ｕｍ＃ｐｒｏｃｅｓｓｏ，＃ｓｉｍｕｌａｎｄｏ＃ｕｍａ＃ ｉｎｖｅｎﾲￌｏ＃ｎￌｏ＃ｌｉｎｅａｒ＃ｅ＃ｃｒｉａｄｏｒａ．＃Ｅ，＃ｅｍｂｏｒａ＃ｎￌｏ＃ａｃｅｓｓａｓｓｅｍ，＃ａｉｎｄａ，＃ａ＃ｅｘｔｅｎｓￌｏ＃ｄｏ＃ ｃｏｎｔｅﾜｄｏ＃ｓｅｍﾯｎｔｉｃｏ＃ｄａ＃ｐａｌａｖｒａ＃ｓｅｒｅｎａｔａ，＃ｎￌｏ＃ａｇｒｅｇａｎｄｏ＃ﾽ＃ｉｄｅｉａ＃ｄａ＃ｃｏｍｐｏｓｉﾲￌｏ＃
ｍｅｌﾔｄｉｃａ＃ｏ＃ｆａｔｏ＃ｄｅ＃ｓｅｒ＃ｅｘｅｃｕｔａｄａ＃ﾽ＃ｎｏｉｔｅ，＃ａｏ＃ｓｅｒｅｎｏ，＃ａ＃ｓｅｒｅｎａｔａ＃ﾝ，＃ｃｏｍｏ＃ｄｉｓｓｅｒａｍ，＃ ｨｕｍ＃ｔｉｐｏ＃ｄｅ＃ｍﾜｓｉｃａｶ．＃
Ｏｕ＃ｓｅｊａ，＃ａｓ＃ｃｒｉａｎﾲａｓ＃ｍｏｖｉａｍ－ｓｅ＃ｄｅｎｔｒｏ＃ｄｅ＃ｕｍ＃ｈｏｒｉｚｏｎｔｅ＃ｐｒﾔｘｉｍｏ＃ｄｅ＃ｓｉｇｎｉｬｃａﾲￌｏ．＃ Ｈａｖｉａ＃ａｉｎｄａ＃ａ＃ｓｉｎｇｕｌａｒｉｄａｄｅ＃ｄｅ＃ｑｕｅ，＃ｄｏ＃ｍｅｓｍｏ＃ｍｏｄｏ＃ｃｏｍｏ＃ｏｓ＃ｇａｔｏｓ＃ｒｅｐｅｔｅｍ＃ａ＃ ｃａｎｔｉｌｅｎａ＃ｄｅ＃ｍｉｏｓ＃ｎａ＃ｂｕｓｃａ＃ｄｅ＃ｃｏｎｑｕｉｓｔａｒ＃ｓｕａ＃ｎｅｃｅｓｓｉｄａｄｅ＃ｄｅ＃ａｌｉｍｅｎｔｏ，＃ｎｏ＃ｐｏｅｍａ，＃ ｏ＃ｑｕｅ＃ｐｏｄｅ＃ｓｅｒ＃ｍｅｔￂｆｏｒａ＃ｄｅ＃ｓｅｒｅｎａｔａ，＃ｏ＃ｓｅｒｅｓｔｅｉｒｏ＃ｒｅｐｅｔｅ＃ａ＃ｓｅｒｅｎａｔａ＃ｐａｒａ＃ｃｏｎｑｕｉｓｔａｒ，＃ ａｔｒａｖﾝｓ＃ｄａ＃ｍﾜｓｉｃａ，＃ａ＃ｆｅｌｉｃｉｄａｄｅ＃ｄｏ＃ａｍｏｒ＃ｄａ＃ａｍａｄａ．＃Ｐｏｒ＃ｉｓｓｏ＃ｏ＃ｃａｓａｍｅｎｔｏ？＃Ｏｕ＃ａ＃ ｅｖｏｃａﾲￌｏ＃ｄｏ＃ｃａｓａｍｅｎｔｏ＃ｅ＃ｄａ＃ｆｅｌｉｃｉｄａｄｅ＃ｆｏｉ＃ａｐｅｎａｓ＃ｉｍａｇｅｍ＃ｇｒａｔｕｉｔａ，＃ｓｅｍ＃ｒｅｌａﾲￌｏ＃ ｎｅｎｈｕｍａ＃ｃｏｍ＃ｏ＃ｐｏｅｍａ＃ｅ＃ｃｏｍ＃ｏ＃ｃｏｎｔｅｘｔｏ＃ｄａ＃ｐｅｒｇｕｎｔａ？＃
Ｅ，＃ｃｏｍｏ＃ｅｕ＃ｑｕｅｒｉａ＃ａｃｈａｒ＃ｉｎｔｅｎﾲﾫｅｓ＃ｐｅｄａｇﾔｇｉｃａｓ＃ｑｕｅ＃ｐｏｓｓｉｂｉｌｉｔａｓｓｅｍ＃ﾽ＃ｐｏｅｓｉａ＃ ｓａｉｒ＃ｄｏ＃ｃﾞｒｃｕｌｏ＃ｑｕｅ＃ﾝ＃ａ＃ｓｕａ＃ｍｏｒｔｅ，＃ｐｒｏｖｏｃａｖａ＃ａ＃ｍｉｍ＃ｍｅｓｍａ，＃ｂｕｓｃａｎｄｏ＃ｄｅｓａｬａｒ＃ｏ＃ ｐａｒａｄｏｘｏ＃ｄｅ＃ｨｐｒｅｔｅｎｄｅｒ＃ｑｕｅ＃ｔｏｄａ＃ａ＃ｃｕｌｔｕｒａ＃ａ＃ｑｕｅ＃ｐｏｄｅｍｏｓ＃ｃｈａｍａｒ＃ｇｒｏｓｓｏ＃ｍｏｄｏ＃ ｌｉｔｅｒￂｒｉａ＃ｓｅｊａ＃ｕｍ＃ｃｏｎｈｅｃｉｍｅｎｔｏ＃ａｎａｌﾞｔｉｃｏ＃［．．．］，＃ｄｉｓｃｕｒｓｏ＃ｅｘｃｌｕｓｉｖａｍｅｎｔｅ＃ｒｅｓｅｒｖａｄｏ＃ ａｏ＃ｄｅｌｅｉｔｅ＃ｄｅ＃ａｌｇｕｎｓｶ＃（Ｊｅａｎ，＃［１９９－］，＃ｐ．＃３６）．＃
Ｅｎｔￌｏ，＃ｒｅｔｏｒｎｅｉ＃ａ＃Ｂａｃｈｅｌａｒｄ＃ｅ＃ｐｕｄｅ，＃ａｬｎａｌ，＃ｄｉｓｔｉｎｇｕｉｒ＃ｮ＃ｃｏｍ＃ｅｌｅ＃ｮ＃ａ＃ｉｍａｇｉｎａﾲￌｏ＃ ｅｎｑｕａｎｔｏ＃ｅｘｐｅｒｉￎｎｃｉａ＃ｄａ＃ｎｏｖｉｄａｄｅ，＃ａｂｅｒｔａ＃ｅ＃ｅｖａｓｉｖａ．＃Ｎￌｏ＃ｅｒａ＃ｍａｉｓ＃ｐｏｓｓﾞｖｅｌ，＃ｄｅｐｏｉｓ＃ ｄａｓ＃ｓｉｔｕａﾲﾫｅｓ＃ｖｉｖｉｄａｓ＃ｃｏｍ＃ａｓ＃ｃｒｉａｎﾲａｓ，＃ａｃｅｉｔￂ－ｌａ＃ｃｏｍｏ＃ａ＃ｆａｃｕｌｄａｄｅ＃ｄｅ＃formar ｉｍａｇｅｎｓ，＃ ｐｏｉｓ＃ｅｌａ＃ﾝ，＃ａｎｔｅｓ，＃ａ＃ｨｆａｃｕｌｄａｄｅ＃ｄｅ＃deformar ａｓ＃ｉｍａｇｅｎｓ＃ｆｏｒｎｅｃｉｄａｓ＃ｐｅｌａ＃ｐｅｒｃｅｐﾲￌｏ，＃ﾝ＃ ｓｏｂｒｅｔｕｄｏ＃ａ＃ｆａｃｕｌｄａｄｅ＃ｄｅ＃ｌｉｂｅｒｔａｒ－ｎｏｓ＃ｄａｓ＃ｉｍａｇｅｎｓ＃ｐｒｉｍｅｉｒａｓ，＃ｄｅ＃mudar ａｓ＃ｉｍａｇｅｎｓ．＃ Ｓｅ＃ｎￌｏ＃ｈￂ＃ｍｕｄａｎﾲａ＃ｄｅ＃ｉｍａｇｅｎｓ，＃ｕｎｉￌｏ＃ｉｎｅｓｐｅｒａｄａ＃ｄａｓ＃ｉｍａｇｅｎｓ，＃ｎￌｏ＃ｈￂ＃ｉｍａｇｉｎａﾲￌｏ，＃ ａﾲￌｏ＃ｉｍａｇｉｎａｎｔｅｶ＃（Ｂａｃｈｅｌａｒｄ，＃１９９０，＃ｐ．１，＃ｇｒｉｆｏｓ＃ｄｏ＃ａｕｔｏｒ）．＃
Ｄｅｓｓｅ＃ｍｏｄｏ，＃ｐａｒａ＃ｏ＃ｇｒｕｐｏ＃ｑｕｅ＃ｏｕｖｉｕ＃ｨＳｅｒｅｎａｔａｶ，＃ｂｒｉｎｃａｒ＃ｐｏｅｓｉａ＃ｅｎｇｅｎｄｒｏｕ＃ ａ＃ｐｒﾔｐｒｉａ＃ａﾲￌｏ＃ｉｍａｇｉｎａｎｔｅ．＃Ｅｓｓｅ＃ﾝ＃ｏ＃ｃｏｍｐｏｎｅｎｔｅ＃ｌﾜｄｉｃｏ＃ｄｅ＃ａｐｒｅｎｄｅｒ＃ｅｍ＃ｌｉｎｇｕａ -gens６：＃ｂｒｉｎｃａｒ＃ｍｏｖｅｎｄｏ－ｓｅ＃ｎａ＃ｃｏｎｭｕￎｎｃｉａ＃ｄｅ＃ｕｍａ＃ｍｅｎｔｅ＃ｑｕｅ＃ﾝ＃ｏ＃ｐｒﾔｐｒｉｏ＃ｃｏｒｐｏ＃ ｏｐｅｒａｎｄｏ．＃
Ｎￌｏ＃ｓｕｒｐｒｅｅｎｄｅ＃ｑｕｅ＃ａ＃ｇￎｎｅｓｅ＃ｌﾜｄｉｃａ＃ｓｅｊａ＃ｏ＃ａｓｐｅｃｔｏ＃ｍａｉｓ＃ｅｎｆａｔｉｚａｄｏ＃ｐａｒａ＃ｊｕｓｔｉｬｃａｒ＃ ｔｅｏｒｉｃａｍｅｎｔｅ＃ｏ＃ｖﾞｎｃｕｌｏ＃ｅｎｔｒｅ＃ａ＃ｉｎｆﾯｎｃｉａ＃ｅ＃ｏ＃ｐｏﾝｔｉｃｏ，＃ｏｕ＃ｅｎｔｒｅ＃ａ＃ｉｎｆﾯｎｃｉａ＃ｅ＃ａ＃ｐｏｅｓｉａ＃ ｄｏｓ＃ｐｏｅｍａｓ．＃Ａ＃ａｐｒｏｘｉｍａﾲￌｏ＃ｃｏｍ＃ａ＃ｔｒａｄｉﾲￌｏ＃ｐｏｐｕｌａｒ＃ｅ＃ｃｏｍ＃ｏｓ＃ｐｒｏｃｅｓｓｏｓ＃ｌｉｖｒｅｓ＃ｄｅ＃ ｃｒｉａﾲￌｏ，＃ｄｉｓｔａｎｔｅｓ＃ｄａ＃ｄｉｓｃｕｒｓｉｖｉｄａｄｅ＃ｌｉｎｅａｒ＃ｅｒｕｄｉｔａ＃ｏｕ＃ａｃａｄￎｍｉｃａ，＃ｃｏｎｆｅｒｅ＃ａｏｓ＃ｔｅｘｔｏｓ＃ ｓｉｍｐｌｉｃｉｄａｄｅ＃ｅｓｔｒｕｔｕｒａｌ＃ｅ＃ｓｉｎｔￂｔｉｃａ，＃ａｐｒｏｘｉｍａｎｄｏ－ｏｓ＃ｄｏ＃ｒｅｃｅｐｔｏｒ＃ｃｒｉａｎﾲａ，＃ｑｕｅ＃ａｉｎｄａ＃ ｎￌｏ＃ｄｏｍｉｎａ＃ｏ＃ｅｎｃａｄｅａｍｅｎｔｏ＃ｌﾔｇｉｃｏ＃ｅｓｔｒｕｔｕｒａｌ＃ｄａ＃ｌｉｎｇｕａｇｅｍ＃ａｄｕｌｔａ．＃
Ｃｏｎｔｕｄｏ，＃ｍｅｓｍｏ＃ｑｕｅ＃ｅｓｓａｓ＃ｒｅｌａﾲﾫｅｓ＃ｓｅｊａｍ＃ﾞｎｔｉｍａｓ＃ｅ＃ｉｎｅｇￂｖｅｉｓ＃（Ｍｅｌｏ，＃１９８１），＃ ｎￌｏ＃ｓｅ＃ｆｕｎｄａｍｅｎｔａｍ＃ａｐｅｎａｓ＃ｃｏｍｏ＃ｄｉｖｅｒｓￌｏ＃ｐｕｅｒｉｌ．＃Ｏｓ＃ｊｏｇｏｓ＃ｉｎｆａｎｔｉｓ＃ｃｏｍ＃ａｓ＃ｌｉｎｇｕａ -ｇｅｎｓ＃ｔａｍｂﾝｍ＃ｅｎｖｏｌｖｅｍ＃ｒｉｓｃｏｓ＃Ｑｕａｎｄｏ＃ａｖａｎﾲａｍｏｓ＃ａｏ＃ｃｒｉａｎﾲａｍｅｎｔｏ＃ｄａｓ＃ｐａｌａｖｒａｓ，＃ ｑｕａｎｄｏ＃ｎｏｓ＃ｄｉｓｐｏｍｏｓ＃ａ＃ｏｂｓｅｒｖａｒ＃ａｓ＃ｃｒｉａｎﾲａｓ＃ｅｍ＃ｓｅｕｓ＃ｅｎｃｏｎｔｒｏｓ＃ｃｏｍ＃ｏｓ＃ｔｅｘｔｏｓ＃ｌｉ
ｔｅｒￂｒｉｏｓ，＃ｖｉｓｌｕｍｂｒａｍｏｓ＃ａ＃ｉｎｆﾯｎｃｉａ＃ｄｏ＃ｐｏﾝｔｉｃｏ＃ｅ＃ｓｅｕ＃ｐｅｒｉｇｏ：＃ｄｏｍｉｎａｒ＃ａ＃ｍａｔｅｒｉａｌｉｄａｄｅ＃ ｄａ＃ｌｉｎｇｕａｇｅｍ＃ｖｅｒｂａｌ＃ｮ＃ｓｏｍ，＃ｓｉｌￎｎｃｉｏ＃ｅ＃ｉｍａｇｅｍ＃ｮ＃ｐａｒａ＃ｅｘｔｒａｉｒ＃ｄａ＃ｌｅｉｔｕｒａ＃（ｑｕｅ＃ｐａｒａ＃ ａｓ＃ｃｒｉａｎﾲａｓ＃ｎￌｏ＃ｌｅｉｔｏｒａｓ＃ﾝ＃ｕｍａ＃ｅｓｃｕｔａ）＃ａｐｒｅｎｄｉｚａｇｅｍ＃ｅ＃ｃｏｎｈｅｃｉｍｅｎｔｏ，＃ａ＃ｅｓｐﾝｃｉｅ＃ｄｅ＃ ｃｏｎｈｅｃｉｍｅｎｔｏ＃ｑｕｅ＃ｒｅｐｅｒｃｕｔｅ＃ｅｘｐｅｒｉￎｎｃｉａｓ＃ｅ＃ｅｎｃｏｎｔｒｏｓ＃ｉｍａｇｉｎａｄｏｓ．＃
Ｐｏｎｄﾝ＃（２００９，＃［ｓ．ｐ．］）＃ｏｂｓｅｒｖａ＃ｑｕｅ＃ｨａ＃ｉｎｉｃｉａﾲￌｏ＃ａｏ＃ｄｉｓｃｕｒｓｉｖｏ＃ｌｅｖａ＃ａ＃ｕｍａ＃ｐｅｒｄａ＃ ｇｒａｄｕａｌ＃ ｄａ＃ ｌﾔｇｉｃａ＃ ｅｍｏｃｉｏｎａｌ＃ ｄａ＃ ｉｎｆﾯｎｃｉａ，＃ ｐｒｏｖｏｃａｎｄｏ＃ ｕｍ＃ ｅｍｐｏｂｒｅｃｉｍｅｎｔｏ＃ ｄａ＃ ｌｉｎｇｕａｇｅｍ＃ｑｕｅ＃ｓﾔ＃ｓｅｒￂ＃ｒｅｓｔａｕｒａｄｏ＃ｐｅｌａ＃ａｒｔｅｶ．＃Ｓｅ＃ｐｅｎｓａｒｍｏｓ＃ｑｕｅ＃ａｓ＃ｃｒｉａｎﾲａｓ＃ｐｅｑｕｅ -ｎａｓ＃ｎￌｏ＃ｓￌｏ＃ａｒｔｉｓｔａｓ＃ｅ，＃ｍｕｉｔｏ＃ｍｅｎｏｓ，＃ａｌｕｎｏｓ，＃ｏ＃ｃｏｎｔａｔｏ＃ｃｏｍ＃ａｓ＃ａｒｔｅｓ，＃ｅｎｔｅｎｄｉｄａｓ＃ ｃｏｍｏ＃ｌｉｎｇｕａｇｅｎｓ，＃ｐｏｄｅｒￂ＃ｒｅｃｕｐｅｒａｒ＃ｏｕ＃ｄｉｎａｍｉｚａｒ＃ａ＃ａﾲￌｏ＃ｉｍａｇｉｎａｎｔｅ，＃ａｑｕｉｌｏ＃ｑｕｅ＃ａ＃ ａｐｒｅｎｄｉｚａｇｅｍ＃ｌｉｎｅａｒ＃ｄａ＃ｌｅｉｔｕｒａ＃ｅ＃ｄａ＃ｅｓｃｒｉｔａ＃ａｃａｂａ＃ｐｏｒ＃ｐｒｅｊｕｄｉｃａｒ．＃
Ｈￂ，＃ａｑｕｉ，＃ａ＃ａｬｒｍａﾲￌｏ＃ｄｅ＃ｕｍａ＃ｃｉｒｃｕｌａｒｉｄａｄｅ＃ｑｕｅ＃ｅｓｃａｐａ＃ﾽ＃ｌﾔｇｉｃａ＃ｅｓｃｏｌａｒ，＃ｓｅｇｕｎｄｏ＃ａ＃ ｑｕａｌ＃ｓｅ＃ｂｒｉｎｃａ＃ou ｓｅ＃ａｐｒｅｎｄｅ，＃ｍｅｓｍｏ＃ａｬｒｍａｎｄｏ＃ｏ＃ｃｏｎｔｒￂｒｉｏ．＃Ｏ＃ｐｒｏｃｅｓｓｏ＃ｄａ＃ａｑｕｉｓｉﾲￌｏ＃ ｄａ＃ｌｅｉｔｕｒａ＃ｅ＃ｄａ＃ｅｓｃｒｉｔａ，＃ｐｒｉｎｃｉｐａｌｍｅｎｔｅ＃ａ＃ￎｎｆａｓｅ＃ｎａ＃ｌｅｉｔｕｒａ＃ｄａ＃ｐｒｏｓａ，＃ｃｏｎｔｒｉｂｕｉ＃ｐａｒａ＃ ｅｓｓｅ＃ｅｍｐｏｂｒｅｃｉｍｅｎｔｏ，＃ｨｐｏｉｓ＃ｅｘｉｇｅ＃ｑｕｅ＃ｓｅ＃ｇａｌｇｕｅ＃ｐａｌａｖｒａ＃ｐｏｒ＃ｐａｌａｖｒａ，＃ｎｕｍａ＃ｏｒｄｅｍ＃ ｌｉｎｅａｒ．＃Ｉｓｔｏ＃ｎￌｏ＃ａｃｏｎｔｅｃｅ＃ｃｏｍ＃ａ＃ｐｏｅｓｉａ＃ｑｕｅ＃ｐｒｉｖｉｌｅｇｉａ＃ｏ＃ｔｏｄｏ＃ｅ＃ｎￌｏ＃ａｓ＃ｐａｒｔｅｓ，＃ｐｅｌａ＃ ｐｒﾔｐｒｉａ＃ｃｏｎｓｔｉｔｕｉﾲￌｏ＃ｃｏｎｄｅｎｓａｄａ＃ｄａ＃ｌｉｎｇｕａｇｅｍｶ＃（Ｐｏｎｄﾝ，＃２００９．＃［ｓ．ｐ．］）．＃Ｎａ＃ｅｓｃｏｌａ，＃ ｅ＃ｉｎｆｅｌｉｚｍｅｎｔｅ＃ｄｅｓｄｅ＃ａ＃Ｅｄｕｃａﾲￌｏ＃Ｉｎｆａｎｔｉｌ，＃ｖａｍｏｓ＃ｓｕｂｍｅｔｅｎｄｏ＃ｏ＃ｃｏｒｐｏ＃ｑｕｅ＃realiza
ａ＃ａﾲￌｏ＃ｉｍａｇｉｎａｎｔｅ＃no ｍｕｎｄｏ＃ｐｅｌａ＃ｐａｌａｖｒａ＃ｑｕｅ＃ｄｅｓｃｒｅｖｅ＃ｅ＃ｅｘｐｌｉｃａ＃o mundo:
Ｐｒｏｃｅｓｓｏｓ＃ｉｍａｇﾝｔｉｃｏｓ＃ｄｅ＃ｔｒａｎｓｬｇｕｒａﾲￌｏ，＃ｄｅ＃ｔｒａｎｓｆｏｒｍａﾲￌｏ＃e instaurａﾲￌｏ＃ｄａ＃ｐａｌａｖｒａ＃ｓￌｏ＃ｒｅｄｕｚｉｄｏｓ＃ａ＃ｐｒｏｃｅｓｓｏｓ＃ｄｅ＃ｄｅｓｃｒｉﾲￌｏ，＃ ｅｘｐｌｉｃａﾲￌｏ＃ｅ＃ｉｎｆｏｒｍａﾲￌｏ：＃ｉｍｐｏｒｔａ＃ﾝ＃ｃｏｎｔｅｍｐｌａｒ＃ｅ＃ｉｎｔｅｒｐｒｅｔａｒ＃ ｅｍ＃ｐａｌａｖｒａｓ＃ｐａｒａ＃ｑｕｅ，＃ｎｏ＃ｆｕｎｄｏ＃ｄｏ＃ｆｕｎｄｏ，＃ｐｏｓｓａｍｏｓ＃ｅｎｃｏｎ-ｔｒａｒ＃ａ＃ｉｌｕｓￌｏ＃ｄｅ＃ｕｍａ＃ｖｅｒｄａｄｅ．＃Ｕｍ＃ｒｅａｌ＃ｄｅｓｃａｒｎａｄｏ＃ｑｕｅ＃ａｃａｂａ＃ ｔｏｒｎａｎｄｏ－ｓｅ＃ｃｅｇｏ＃ｅ＃ｖａｚｉｏ＃ｐａｒａ＃ｏ＃ｔｒﾯｎｓｉｔｏ＃ｄｅ＃ｓｅｎｔｉｄｏｓ＃ｑｕｅ＃ｓｉｇ-ｎｉｬｃａｍ＃ａ＃ｃｏｎｖｉｖￎｎｃｉａ．＃（Ｒｉｃｈｔｅｒ；＃Ｆｒｏｎｃｋｏｗｉａｋ，＃２００７，＃ｐ．５７）＃
Ｃｏｍ＃ｉｓｓｏ，＃ｎￌｏ＃ﾝ＃ａｂｓｕｒｄｏ＃ｄｉｓｔｉｎｇｕｉｒ＃ｑｕｅ，＃ｎｏ＃ｂｒｉｎｑｕｅｄｏ＃ｐｏｅｓｉａ，＃ａｌﾝｍ＃ｄｏ＃ｂｒｉｎｃａｒ，＃ ａｓ＃ｃｒｉａｎﾲａｓ＃ｅｎｃｏｎｔｒｅｍ＃
ｒａｚﾫｅｓ＃ｉｍｐｏｒｔａｎｔｅｓ＃ｐａｒａ＃ｃｒｅｒ＃ｑｕｅ＃ａ＃ａｖｅｎｔｕｒａ＃ｈｕｍａｎａ＃ｐｏｄｅ＃ｓｅｒ＃ ｒｅｉｎｖｅｎｔａｄａ＃ｐｏｒ＃ｔｏｄｏｓ＃［．．．］＃ｌｅｎｄｏ，＃ｅｓｃｕｔａｎｄｏ＃ｅ＃ｃｏｎｓｅｒｖａｎｄｏ＃ ｔｏｄａ＃ａ＃ｖｉｄａ＃ｏ＃ｑｕｅ＃ｏｓ＃ｐｏｅｔａｓ＃ｄｅｌａ＃ｄｉｓｓｅｒａｍ＃ｐａｒａ＃ａ＃ｄｅｓｃｒｅｖｅｒ，＃ ａ＃ ｐｅｒｃｏｒｒｅｒ，＃ ａ＃ ｄｅｎｕｎｃｉａｒ，＃ ａ＃ ｅｘａｌｔａｒ＃ ｏｕ＃ ａ＃ ｅｘｐｌｏｒａｒ＃ ｎａｓ＃ ｓｕａｓ＃ ｐｒｏｆｕｎｄｅｚａｓ＃ｉｎｄｉｚﾞｖｅｉｓ．＃（Ｊｅａｎ，＃［１９９－］，＃ｐ．＃２４２）＃
Brincar a experiência de ler – a voz dos textos que se faz ouvir
Ｓｅｍ＃ｐｒｅｔｅｎｄｅｒ＃ｅｓｇｏｔａｒ＃ｅｘｔｅｎｓａ＃ｂｉｂｌｉｏｇｒａｬａ，＃ａｓ＃ａｎￂｌｉｓｅｓ＃ｓｏｂｒｅ＃ｅｓｓａ＃ｐｒｏｂｌｅｍￂｔｉｃａ＃ ｎｏ＃ﾯｍｂｉｔｏ＃ｄｏｓ＃ｅｓｔｕｄｏｓ＃ｌｉｔｅｒￂｒｉｏｓ＃ｔￎｍ＃ｓｅｇｕｉｄｏ＃ｄｕａｓ＃ｄｉｒｅﾲﾫｅｓ＃ｍａｉｓ＃ｅｖｉｄｅｎｔｅｓ：＃ｏ＃ｅｘａｍｅ＃ ｄａ＃ｑｕａｌｉｄａｄｅ＃ｄｏｓ＃ｓｕｐｏｒｔｅｓ，＃ｄｏｓ＃ｉｎｓｔｒｕｍｅｎｔｏｓ＃ｅ＃ｄｏｓ＃ｍｅｃａｎｉｓｍｏｓ＃ｅｓｃｏｌａｒｅｓ＃ｅｍｐｒｅ -ｇａｄｏｓ＃ｐａｒａ＃ａ＃ｆｏｒｍａﾲￌｏ＃ｄｅ＃ｌｅｉｔｏｒｅｓ＃ｄｅ＃ｔｅｘｔｏｓ＃ｖｅｒｂａｉｓ＃ｅｍ＃ｄｉｆｅｒｅｎｔｅｓ＃ｎﾞｖｅｉｓ＃ｄｅ＃ｅｎｓｉｎｏ＃ （Ｂｏｒｄｉｎｉ，＃１９９１；＃Ｌａｊｏｌｏ，＃１９９３；＃Ｓｏａｒｅｓ，＃１９９９；＃Ｚｉｌｂｅｒｍａｎ，＃１９８２）＃ｅ＃ａ＃ｉｎｖｅｓｔｉｇａﾲￌｏ＃ ｄｅ＃ｍｅｔｏｄｏｌｏｇｉａｓ，＃ｐｏｌﾞｔｉｃａｓ＃ｅ＃ｉｎｓｔﾯｎｃｉａｓ＃ｄｅ＃ｍｅｄｉａﾲￌｏ＃ｐａｒａ＃ｐｒｏｍｏｖｅｒ＃ａ＃ｌｅｉｔｕｒａ＃ｎｕｍａ＃ ｃｏｎｃｅｐﾲￌｏ＃ｍａｉｓ＃ａｍｐｌａ＃（Ａｇｕｉａｒ，＃２００１，＃２００４；＃Ａｇｕｉａｒ；＃Ｂｏｒｄｉｎｉ，＃１９８８；＃Ｂｏｊｕｎｇａ，＃１９９８；＃ Ｋｒａｍｅｒ，＃２０００；＃Ｍｅｉｒｅｌｅｓ，＃１９７９；＃Ｐａｕｌｉｎｏ＃ｅｔ＃ａｌ．，＃２００１；＃Ｐｅｒｒｏｔｔｉ，＃１９９０；＃Ｚｉｌｂｅｒｍａｎ；＃ Ｃａｄｅｍａｒｔｏｒｉ，＃１９８２）．＃ﾗ＃ｐｏｎｔｕａｌ＃ｮ＃ｅ＃ｎￌｏ＃ｄｅｖｅ＃ｓｅｒ＃ｅｓｑｕｅｃｉｄａ＃ｮ＃ａ＃ａｄｖｅｒｔￎｎｃｉａ＃ｄｅ＃ｑｕｅ＃ａ＃ ｌｅｉｔｕｒａ＃ｒｅａｌｉｚａｄａ＃ｎａ＃ｅｓｃｏｌａ，＃ｐｏｒ＃ｃｅｒｔｏ，＃ｓｅｒￂ＃ｅｓｃｏｌａｒ＃（Ｓｏａｒｅｓ，＃１９９９）．＃Ｍａｓ＃ｆｏｃａｒ＃ａ＃ａｐｒｏ -ｘｉｍａﾲￌｏ＃ｃｏｍ＃ａ＃ｌｉｔｅｒａｔｕｒａ，＃ｂｕｓｃａｎｄｏ＃ｅｘｃｌｕｓｉｖａｍｅｎｔｅ＃ｉｎｓｔｒｕﾲￌｏ＃ｍｏｒａｌ，＃ｍｏｔｉｖａﾲﾫｅｓ＃ ｐａｒａ＃ｏ＃ｅｓｔｕｄｏ＃ｄａ＃ｇｒａｍￂｔｉｃａ，＃ｔｅｍａ＃ｐａｒａ＃ｄａｔａｓ＃ｃｏｍｅｍｏｒａｔｉｖａｓ＃ｏｕ＃ｂｅｌａｓ＃ｅ＃ｅｒｕｄｉｔａｓ＃ ｌｅｔｒａｓ＃ｅｍ＃ｕｍ＃ｓｕｐｏｒｔｅ＃ｃｏｍｏ＃ｏ＃ｌｉｖｒｏ＃ｄｉｄￂｔｉｃｏ＃ｎｅｇｌｉｇｅｎｃｉａ＃ａｓ＃ｐｏｔｅｎｃｉａｌｉｄａｄｅｓ＃ｑｕｅ＃ｏ＃ ｅｎｃｏｎｔｒｏ＃ｃｏｍ＃ｅｓｓａ＃ｌｉｎｇｕａｇｅｍ＃ｐｏｄｅ＃ｏｆｅｒｅｃｅｒ＃ﾽ＃ｆｏｒｍａﾲￌｏ＃ｄｅ＃ｃｒｉａｎﾲａｓ＃ｅ＃ａｄｕｌｔｏｓ．＃
Ｃｏｎｃｅｂｅｒ＃ａ＃ａｐｒｅｎｄｉｚａｇｅｍ＃ｅｎｑｕａｎｔｏ＃ｅｘｐｅｒｉￎｎｃｉａ＃ｄｏ＃ｃｏｒｐｏ＃ｑｕｅ＃ｃｏｎｈｅｃｅ＃ｃｏｎｈｅ -ｃｅｎｄｏ＃ｃｏｎｖｉｄａ＃ａ＃ａｄｍｉｔｉｒ＃ａ＃ｐｏｔￎｎｃｉａ＃ｄａｓ＃ｌｉｎｇｕａｇｅｎｓ＃ｅｎｑｕａｎｔｏ＃ｄｉｍｅｎｓￌｏ＃ｐｏﾝｔｉｃａ．＃ Ｎｅｓｓｅ＃ｓｅｎｔｉｄｏ，＃ｎￌｏ＃ｅｘｐｅｒｉｍｅｎｔａｍｏｓ＃uma linguagem para depois fruirmos outra e
mais outra ｎｕｍａ＃ｓｅｑｕￎｎｃｉａ＃ｌｉｎｅａｒ．＃Ｖｉｖｏｓ，＃ｅｓｔａｍｏｓ＃em ｌｉｎｇｕａｇｅｎｓ，＃ｓｅｍｐｒｅ＃ａｂｅｒｔｏｓ＃ｅ＃ ｉｎｃｏｍｐｌｅｔｏｓ．＃Ｐｒｏｊｅｔａｍｏｓ＃ｏ＃ｅｎｔｏｒｎｏ＃nos fazendo e nos ｃｒｉａｎｄｏ，＃ｏ＃ｑｕｅ＃ｏｆｅｒｅｃｅ＃ｏｕｔｒｏｓ＃ ｓｅｎｔｉｄｏｓ＃ｐａｒａ＃ａ＃ｐｒｏｐｏｓｉﾲￌｏ＃ｅｄｕｃａｔｉｖａ＃ｄａ＃ｐａｌａｖｒａ＃ｐｅｄａｇﾔｇｉｃａ．＃Ｅｍ＃ｒｅｌａﾲￌｏ＃ﾽ＃ｐａｌａｖｒａ＃ ｐｏﾝｔｉｃａ，＃ｐｏｒ＃ｅｘｅｍｐｌｏ，＃ｓｕｓｃｉｔａ＃ｎｏ＃ｅｄｕｃａｄｏｒ＃ａ＃ｃｏｎｖｉｃﾲￌｏ＃ｄｅ＃ｑｕｅ＃ｏｓ＃ｔｅｘｔｏｓ＃ａ＃ｑｕｅ＃ａｓ＃ ｃｒｉａｎﾲａｓ＃ｐｅｑｕｅｎａｓ＃ｔￎｍ＃ａｃｅｓｓｏ＃ｃｈｅｇａｍ＃ａ＃ｅｌａｓ＃ａｔｒａｖﾝｓ＃ｄａ＃ｌｅｉｔｕｒａ＃ｄｏ＃ａｄｕｌｔｏ，＃ｒｅｓｐｏｎｓａ -ｂｉｌｉｄａｄｅ＃ｄｅｓａｬａｄｏｒａ＃ｎｅｍ＃ｓｅｍｐｒｅ＃ｃｏｍｐｒｅｅｎｄｉｄａ＃ｎａ＃ｅｘｔｅｎｓￌｏ＃ｄｅ＃ｓｕａ＃ａｍｐｌｉｔｕｄｅ．＃
ﾗ＃ｌｅｎｄｏ＃ｑｕｅ＃ｏ＃ｐｒｏｆｅｓｓｏｒ＃ｅｎｓｅｊａ＃ｏ＃ｅｎｃｏｎｔｒｏ＃ｄａｓ＃ｃｒｉａｎﾲａｓ＃ｃｏｍ＃ａ＃ｓｕａ＃ｌｉｎｇｕａｇｅｍ＃ ｏｒｉｇｉｎａｌ＃ｮ＃ａｉｎｄａ＃ｎￌｏ＃ｆｏｒｍａｔａｄａ＃ｎａ＃ｄｉｓｃｕｒｓｉｖｉｄａｄｅ＃ａｄｕｌｔａ＃ｮ＃ｅ＃ａ＃ｖａｌｉｄａ＃ｐａｒａ＃ａ＃ｃｏｇｎｉ -ﾲￌｏ＃ｑｕｅ＃ｅｍｅｒｇｅ＃ｄａ＃ｃｏｒｐｏｒｅｉｄａｄｅ：＃ａ＃ｃｏｍｐｒｅｅｎｓￌｏ＃ｃｏｍｏ＃ｍｏｖｉｍｅｎｔｏ＃ｅ＃ｎￌｏ＃ｃｏｍｏ＃ ｐｒｏｃｅｓｓａｍｅｎｔｏ＃ｄｅ＃ｉｎｆｏｒｍａﾲﾫｅｓ．＃ｨＳｏｍｏｓ＃ｓｅｒｅｓ＃ｃｏｒｐｏｒａｉｓ，＃ｃｏｒｐｏｓ＃ｅｍ＃ｍｏｖｉｍｅｎｔｏ．＃ Ｏ＃ｍｏｖｉｍｅｎｔｏ＃ｔｅｍ＃ａ＃ｃａｐａｃｉｄａｄｅ＃ｎￌｏ＃ａｐｅｎａｓ＃ｄｅ＃ｍｏｄｉｬｃａｒ＃ａｓ＃ｓｅｎｓａﾲﾫｅｓ，＃ｍａｓ＃ｄｅ＃ ｒｅｏｒｇａｎｉｚａｒ＃ｏ＃ｏｒｇａｎｉｓｍｏ＃ｃｏｍｏ＃ｕｍ＃ｔｏｄｏ，＃ｃｏｎｓｉｄｅｒａｎｄｏ＃ａ＃ｕｎｉｄａｄｅ＃ｍｅｎｔｅ－ｃｏｒｐｏ．ｶ＃ （Ｎﾔｂｒｅｇａ，＃２００５，＃ｐ．＃６０７）．＃
Ａ＃ｅｓｃｕｔａ＃ｒｅｇｕｌａｒ＃ｄｅ＃ｐｏｅｍａｓ＃ｐｏｄｅ＃ｃｏｎｄｕｚｉｒ＃ａｓ＃ｃｒｉａｎﾲａｓ＃ﾽ＃ｅｘｐｅｒｉￎｎｃｉａ＃ｄｅ＃ｌｅｒ．＃ Ｅｘｐｅｒｉￎｎｃｉａ＃ｅｎｔｅｎｄｉｄａ＃ｎａ＃ａｃｅｐﾲￌｏ＃ｄｅ＃Ｗａｌｔｅｒ＃Ｂｅｎｊａｍｉｎ＃（１９８５，＃１９８７），＃ｑｕｅ＃ａ＃ｄｉｓ -ｔｉｎｇｕｅ＃ｄａ＃ｖｉｖￎｎｃｉａ＃（ｬｎｉｔａ）＃ｄａｑｕｉｌｏ＃que ａｃｏｎｔｅｃｅ．＃Ａ＃ｅｘｐｅｒｉￎｎｃｉａ＃ﾝ＃ｏ＃ｑｕｅ＃ａｃｏｎｔｅｃｅ＃ a alguém ｅ＃ｑｕｅ，＃ｐｏｒ＃ｔｅｒ＃ｓｉｄｏ＃ｓｅｎｔｉｄｏ，＃ｐｏｄｅ＃ｓｅｒ＃ｎａｒｒａｄｏ＃ｅ＃ｃｏｍｐａｒｔｉｌｈａｄｏ；＃ｔｏｒｎａｄｏ，＃ ｐｏｒｔａｎｔｏ，＃ｅｘｐｅｒｉￎｎｃｉａ＃ｃｏｌｅｔｉｖａ＃（ｉｎｬｎｉｔａ）．＃Ｏ＃ｃａｒￂｔｅｒ＃ｎￌｏ＃ｓｉｓｔｅｍￂｔｉｃｏ＃ｄａ＃ｅｘｐｅｒｉￎｎｃｉａ＃ ｄｅ＃ｌｅｒ＃ａ＃ａｆａｓｔａ＃ｄａｓ＃ｃａｔｅｇｏｒｉｚａﾲﾫｅｓ＃ｃｏｎｃｅｉｔｕａｉｓ．＃Ａ＃ｌｅｉｔｕｒａ＃ｎￌｏ＃ﾝ＃ｕｍ＃ｃｏｎｃｅｉｔｏ，＃ﾝ＃ｕｍ＃ ｐｒｏｃｅｓｓｏ：＃ｌｅｒ．＃
ｄｅ＃ｎｏｓｓａｓ＃ｄｉｬｃｕｌｄａｄｅｓ＃ｐａｒａ＃ｃｏｍｐｒｅｅｎｄｅｒ＃ｓｅ＃ｄｅｖｅｍ＃ａ＃ｑｕｅ＃ｃｏｎｓｔａｎｔｅｍｅｎｔｅ＃ｔｒａｔａｍｏｓ＃ ｃｏｍ＃ｏｂｊｅｔｏｓ＃ｑｕｅ，＃ｅｍ＃ｒｅａｌｉｄａｄｅ，＃ｓￌｏ＃ｐｒｏｃｅｓｓｏｓ．ｶ＃（Ｆｏｅｒｓｔｅｒ，＃１９９６，＃ｐ．６２）．＃
Ａ＃ ｌｅｉｔｕｒａ，＃ ｓｕｂｓｔａｎｔｉｖａﾲￌｏ＃ ｄｏ＃ ｐｒｏｃｅｓｓｏ＃ ｄｅ＃ ｌｅｒ，＃ ｓｅ＃ ｒｅｄｕｚ＃ ｎａ＃ ｅｓｃｏｌａ＃ ａｏ＃ ｕｓｏ＃ ｄｅ＃ estratégias para ａ＃ａｌｆａｂｅｔｉｚａﾲￌｏ，＃ｨｏ＃ｅｘｅｒｃﾞｃｉｏ＃ｄｏ＃ｔｒａﾲｏ，＃ａ＃ｉｄｅｎｔｉｬｃａﾲￌｏ＃ｄａ＃ｒｅｌａﾲￌｏ＃ ｅｎｔｒｅ＃ｇｒａｆｅｍａ＃ｅ＃ｆｏｎｅｍａ，＃ｑｕａｎｔｉｄａｄｅ＃ｅ＃ｎﾜｍｅｒｏ，＃ａ＃ｉｎｔｅｒａﾲￌｏ＃ｃｏｍ＃ｄｉｆｅｒｅｎｔｅｓ＃ｔｉｐｏｓ＃ ｅ＃ｇￎｎｅｒｏｓ＃ｔｅｘｔｕａｉｓ＃ｅ＃ａ＃ｉｍｅｒｓￌｏ＃ｎａ＃ｃｕｌｔｕｒａ＃ｅｓｃｒｉｔａ，＃ｅｓｑｕｅｃｅｎｄｏ＃ａ＃ｉｍｐｌｉｃａﾲￌｏ＃ｌﾜｄｉｃａ＃ ｄｏ＃ｍｏｖｉｍｅｎｔｏ＃ｄｏｓ＃ｃｏｒｐｏｓ＃ｅｍ＃ｃａｄａ＃ｕｍ＃ｄｅｓｓｅｓ＃ｐｒｏｃｅｓｓｏｓｶ＃（Ｒｉｃｈｔｅｒ；＃Ｆｒｏｎｃｋｏｗｉａｋ，＃ ２００７，＃ｐ．５７）．＃
Ｅｍｂｏｒａ＃ｓｅ＃ｒｅｉｔｅｒｅ＃ｑｕｅ＃ｨａ＃ａｌｆａｂｅｔｉｚａﾲￌｏ＃ｄｅｓｅｎｖｏｌｖｅ－ｓｅ＃no contexto de e por meio de ｐｒￂｔｉｃａｓ＃ｓｏｃｉａｉｓ＃ｄｅ＃ｌｅｉｔｕｒａ＃ｅ＃ｄｅ＃ｅｓｃｒｉｔａ，＃ｉｓｔｏ＃ﾝ，＃ａｔｒａｖﾝｓ＃ｄｅ＃ａｔｉｖｉｄａｄｅｓ＃ｄｅ＃ｌｅｔｒａｍｅｎｔｏｶ＃ （Ｓｏａｒｅｓ，＃２００４，＃ｐ．１０，＃ｇｒｉｆｏｓ＃ｄａ＃ａｕｔｏｒａ），＃ｎￌｏ＃ｔｅｍｏｓ＃ｄｅｂａｔｉｄｏ＃ｃｏｍｏ＃ｅｓｓａｓ＃ｐｒￂｔｉｃａｓ＃ ｓｏｃｉａｉｓ＃ ｓｅ＃ ｃｏｎｬｇｕｒａｍ＃ ｎｏ＃ ｃｏｎｔｅｘｔｏ＃ ｅｓｃｏｌａｒ，＃ ｏｎｄｅ＃ ａ＃ ａｖｉｄｅｚ＃ ａｌｆａｂｅｔｉｚａｄｏｒａ＃ ｅｘｉｍｅ＃ ｓｉｓｔｅｍａｔｉｃａｍｅｎｔｅ＃ｏ＃ｃｏｒｐｏ＃ｮ＃ａｂａｎｄｏｎａｄｏ＃ｅｍ＃ｕｍ＃ｎￌｏ＃ｌｕｇａｒ＃ｮ，＃ｓｉｍｐｌｉｬｃａｎｄｏ＃ｓｕａ＃ ｃｏｍｐｌｅｘｉｄａｄｅ＃ｃｏｇｎｉｔｉｖａ．＃Ａ＃ｌｅｉｔｕｒａ＃ﾈ＃ｔａｎｔｏ＃ｑｕａｎｔｏ＃ａｓ＃ｄｅｍａｉｓ＃ｌｉｎｇｕａｇｅｎｓ：＃ｄｅｓｅ -ｎｈｏ，＃ｐｉｎｔｕｒａ，＃ｃｉￎｎｃｉａｓ＃ｄａ＃ｎａｔｕｒｅｚａ，＃ｍｏｄｅｌａｇｅｍ，＃ｊｏｇｏｓ＃ｃｏｏｐｅｒａｔｉｖｏｓ，＃ｄａｎﾲａ，＃ｔｅａｔｒｏ，＃ ｍａｔｅｍￂｔｉｃａ，＃ｅｔｃ．，＃ﾈ＃ｓｅ＃ｒｅｄｕｚ＃ａ＃ｕｍａ＃des－ｅｘｐｅｒｉￎｎｃｉａ，＃ｏｕ＃ｓｅｊａ，＃ﾽ＃ｖｉｖￎｎｃｉａ＃ｅｓｔｒｉｔａ＃ｄｅ＃ ｔﾝｃｎｉｃａｓ＃ｄｅｓｃａｒｎａｄａｓ＃ｄａ＃ａﾲￌｏ＃ｉｍａｇｉｎａｎｔｅ．＃Ｉｓｓｏ＃ｃｏｎｓｔｉｔｕｉ＃ｅｎｏｒｍｅ＃ｖｉｏｌￎｎｃｉａ＃ｃｏｍ＃ａ＃ ｉｎｆﾯｎｃｉａ，＃ｍｏｍｅｎｔｏ＃ｅｍ＃ｑｕｅ＃ｓｅ＃ｅｓｔￂ＃ｄｉｓｐｏｎﾞｖｅｌ＃ｮ＃ｍａｉｓ＃ｄｉｓｐｏｎﾞｖｅｌ＃ｄｏ＃ｑｕｅ＃ｎａｓ＃ｄｅｍａｉｓ＃ ｅｔａｐａｓ＃ｄａ＃ｖｉｄａ＃ｮ＃ｐａｒａ＃ａｐｒｅｎｄｅｒ＃ａ＃ｨｅｎｇｅｎｄｒａｒ＃ｐｅｎｓａｍｅｎｔｏ＃ｃｏｍ＃ｏｕｔｒｏｓ＃ｃｏｍｏ＃ｍｏｄｏ＃ de aprender a comｖｉｖｅｒ．ｶ＃（Ｒｉｃｈｔｅｒ；＃Ｆｒｏｎｃｋｏｗｉａｋ，＃２００７，＃ｐ．５６）．＃
Ａｏ＃ａｄｍｉｔｉｒ＃ａ＃ｌｅｉｔｕｒａ＃ｅｎｑｕａｎｔｏ＃ｐｒｏｃｅｓｓｏ＃ｄｅ＃ｌｅｒ，＃ａｌｇｕｎｓ＃ｅｓｔｕｄｉｏｓｏｓ＃ｅｓｔａｂｅｌｅｃｅｍ＃ ｐｅｒｃｕｒｓｏｓ＃ ｐｒｏｄｕｔｉｖｏｓ，＃ ａｐｒｏｘｉｍａｎｄｏ＃ ｏｓ＃ ｃｏｎｃｅｉｔｏｓ＃ ｂｅｎｊａｍｉｎｉａｎｏｓ＃ ｄｅ＃ ｖｉｖￎｎｃｉａ／＃ ｅｘｐｅｒｉￎｎｃｉａ＃ｄａ＃ｐｒｏｂｌｅｍￂｔｉｃａ＃ｅｄｕｃａｃｉｏｎａｌ，＃ｓｅｊａ＃ｎｏ＃ﾯｍｂｉｔｏ＃ｃｏｎｃｅｉｔｕａｌ＃ｄａ＃ａｐｒｅｎｄｉｚａ -ｇｅｍ＃（Ｌａｒｒｏｓａ，＃１９９６，＃２００２，＃２００４）＃ｏｕ＃ｎｏ＃ｄａｓ＃ｐｒￂｔｉｃａｓ＃ｓｏｃｉａｉｓ＃ｄａ＃ｌｅｉｔｕｒａ＃ｅ＃ｄａ＃ｅｓｃｒｉｔａ＃ （Ｋｒａｍｅｒ，＃２０００）．＃
Ｍｅｎｏｓ＃ｕｓｕａｉｓ，＃ｍａｓ＃ｎￌｏ＃ｍｅｎｏｓ＃ｒｅｌｅｖａｎｔｅｓ，＃ｓￌｏ＃ｏｓ＃ｃｏｎｃｅｉｔｏｓ＃ｄｅ＃ｒｅｐｅｒｃｕｓｓￌｏ＃ｅ＃ ｒｅｓｓｏｎﾯｎｃｉａ，＃ｃｏｎｓｔｉｔｕｉｎｔｅｓ＃ｉｎｔｒﾞｎｓｅｃｏｓ＃ｄｏ＃ｄｅｖａｎｅｉｏ＃ｐｏﾝｔｉｃｏ＃（Ｂａｃｈｅｌａｒｄ，＃１９９３），＃ｃｕｊｏ＃ ｄｅｂａｔｅ＃ｐｏｄｅ＃ａｊｕｄａｒ＃ａ＃ａｐｒｏｘｉｍａｒ＃ｃｒｉａｎﾲａｓ＃ｅ＃ｌｉｎｇｕａｇｅｍ＃ｐｏﾝｔｉｃａ．＃Ｇａｓｔｏｎ＃Ｂａｃｈｅｌａｒｄ＃ｎￌｏ＃ ａｂｏｒｄｏｕ＃ａ＃ｌｅｉｔｕｒａ＃ｄａ＃ｐｏｅｓｉａ＃ｎａ＃ｐｅｒｓｐｅｃｔｉｖａ＃ｄａｓ＃ｃｒｉａｎﾲａｓ，＃ｅｍｂｏｒａ＃ｔｅｎｈａ＃ｄｅｄｉｃａｄｏ＃ｕｍ＃ ｌｉｎｄｏ＃ｃａｐﾞｔｕｌｏ＃ａｏｓ＃ｄｅｖａｎｅｉｏｓ＃ａｄｕｌｔｏｓ＃ｖｏｌｔａｄｏｓ＃ｐａｒａ＃ａ＃ｉｎｆﾯｎｃｉａ＃（Ｂａｃｈｅｌａｒｄ，＃１９８８）．＃
Ｃｏｍ＃ｏ＃ｇｒｕｐｏ＃ｄｅ＃ｃｒｉａｎﾲａｓ＃ｃｉｔａｄｏ＃ｆｏｉ＃ｐｏｓｓﾞｖｅｌ＃ｐｅｒｃｅｂｅｒ＃ｅｓｓｅ＃ｍｏｖｉｍｅｎｔｏ＃ｅｍ＃ｍｕｉ -ｔａｓ＃ｓｉｔｕａﾲﾫｅｓ．＃Ｎｕｍ＃ｄｏｓ＃ｅｎｃｏｎｔｒｏｓ，＃ｐｅｒｇｕｎｔｅｉ＃ｓｅ＃ａｃｅｉｔａｖａｍ＃ｏ＃ｄｅｓａｬｏ＃ｄｅ＃ｅｎｃｏｎｔｒａｒ＃ palavras que combinam para ｊｏｇａｒ＃ｃｏｍ＃ｖｅｒｓｏｓ＃ｄｅ＃ｕｍ＃ｐｏｅｍａ＃（ｅｘｅｒｃﾞｃｉｏ＃ｌﾜｄｉｃｏ＃ｄａ＃ ｃｏｎｓｃｉￎｎｃｉａ＃ｆｏｎｏｌﾔｇｉｃａ）．＃Ｖｅｒｂａｌｉｚａｄａ＃ａ＃ｓｕｇｅｓｔￌｏ，＃Ｄｅｎｉｓｅ，＃ｄｅ＃５＃ａｎｏｓ，＃ｑｕｅｓｔｉｏｎｏｕ＃ ｄｅ＃ｍｏｄｏ＃ｅｘｐｌｉｃａｔｉｖｏ＃ｐａｒａ＃ｏ＃ｇｒｕｐｏ：＃“É assim, oh: tu conhece [sic] a Marisa, aquela que te puxou a camisa?” Ｏｕｔｒｏｓ＃ｃｏｍｅｎｔￂｒｉｏｓ＃ｄｅｎｏｔａｒａｍ＃ａ＃ｃｏｍｐｒｅｅｎｓￌｏ＃ｒﾞｍｉｃａ＃ｄａｓ＃ ｃｒｉａｎﾲａｓ，＃ｉｎｃｌｕｓｉｖｅ＃ａ＃ａｬｒｍａﾲￌｏ＃ｄｅ＃Ｈｅｎｒｉｑｕｅ，＃ｑｕｅ＃ｓｅｇｕｉａ＃ｔｒｉｌｈａ＃ｄｉｓｔｉｎｔａ：＃“Que nem tem a manga de comer e a manga da camisa, né?” Ａ＃ｐｒｏｆｅｓｓｏｒａ＃ｄａ＃ｔｕｒｍａ＃ｅｘｐｌｉｃｏｕ＃ ｑｕｅ＃ｅｌｅｓ＃ｐｅｓｑｕｉｓａｖａｍ＃ｐａｒａ＃ｐｒｏｄｕｚｉｒ＃ｕｍ＃ｌｉｖｒｏ＃ｃｏｍ＃palavras irmãs，＃ｐａｌａｖｒａｓ＃ｑｕｅ＃ｓￌｏ＃ ｉｇｕａｉｓ＃ｐａｒａ＃ｆａｌａｒ＃ｅ，＃ﾽｓ＃ｖｅｚｅｓ，＃ｐａｒａ＃ｅｓｃｒｅｖｅｒ７，＃ｍａｓ＃ｑｕｅ＃ｉｎｄｉｃａｍ＃ｃｏｉｓａｓ＃ｄｉｆｅｒｅｎｔｅｓ．＃Ｄｅ -ｐｏｉｓ＃ｄａ＃ｅｘｐｌｉｃａﾲￌｏ，＃ｒｅｔｏｍｅｉ＃ａ＃ｂｒｉｎｃａｄｅｉｒａ，＃ｍａｓ＃ａｓ＃ｃｒｉａｎﾲａｓ＃ａｉｎｄａ＃ｆａｌａｖａｍ，＃ｑｕｅｒｅｎｄｏ＃ ｍａｎｉｆｅｓｔａｒ＃ｓｅｕ＃ｅｎｔｅｎｄｉｍｅｎｔｏ＃ｄｏ＃ｔｉｐｏ＃ｄｅ＃ｊｏｇｏ＃ｐｒｏｐｏｓｔｏ，＃ｏｕ＃ｓｅｊａ，＃ｃｏｍｐａｒｔｉｌｈａｎｄｏ＃ ｑｕｅ＃já sabiam ｏ＃ｑｕｅ＃ｅｒａ＃ｕｍａ＃ｒｉｍａ：＃
Eu, a Luíza e a Bianca, a gente sempre inventa palavras assim na nossa casa e aqui na escola.＃（Ｎａｔￂｌｉａ，＃５＃ａｎｏｓ）．
Que legal!＃（ｅｕ）
E eu também já sei várias coisas que é bem igual, tipo banana, bananeira e carro, carroceiro＃ｮ＃（Ｍａｔｈｅｕｓ，＃５＃ａｎｏｓ）．
Ａｈ，＃ｍａｓ＃ｉｓｓｏ＃ﾝ＃ｏｕｔｒａ＃ｂｏａ＃ｉｎｖｅｎﾲￌｏ＃ｮ＃（ｅｕ）
Ａ＃ｏｂｓｅｒｖａﾲￌｏ＃ｄｅ＃Ｍａｔｈｅｕｓ＃ｔｒｏｕｘｅ＃ｐａｒａ＃ａ＃ｒｏｄａ＃ａ＃ｍﾜｓｉｃａ＃ｨＰｏｍａｒｶ，＃ｒｅｆｅｒｅｎｔｅ＃ｐｏﾝｔｉ
-ｃｏ＃ｄａ＃ｓｕａ＃ｒｅｐｅｒｃｕｓｓￌｏ，＃ｃｏｍｐｏｓｉﾲￌｏ＃ｄｅ＃ａｐｅｎａｓ＃ｕｍａ＃ｅｓｔｒｏｆｅ＃ｄｏ＃ＣＤ＃Ｃａｎﾲﾫｅｓ＃ｄｅ＃ｂｒｉｎｃａｒ，＃ ｑｕｅ＃ａｓ＃ｃｒｉａｎﾲａｓ＃ｏｕｖｉａｍ＃ｃｏｍ＃ｍｕｉｔａ＃ｆｒｅｑｕￎｎｃｉａ＃ｎａ＃ｅｓｃｏｌａ＃ｅ＃ｑｕｅ＃ｅｌｅ＃ａｄｏｒａｖａ，＃ｎａ＃ｑｕａｌ＃ Ｐａｕｌｏ＃Ｔａｔｉｔ＃ｅ＃Ｓａｎｄｒａ＃Ｐｅｒｅｓ＃ｅｘｐﾫｅｍ＃ｏ＃ｅｎｃａｄｅａｍｅｎｔｏ＃ｆｒｕｔａ／ￂｒｖｏｒｅ＃ｆｒｕｔﾞｆｅｒａ＃ｎｏｓ＃ｖｅｒｓｏｓ．＃ Ａｏ＃ｓｅｒ＃ｅｎｃｏｒａｊａｄｏ＃ａ＃ｖｅｒｂａｌｉｚａｒ＃ｓｕａ＃ｃｏｍｐｒｅｅｎｓￌｏ＃ｓｏｂｒｅ＃ｒｉｍａｓ，＃ｏ＃ｍｅｎｉｎｏ＃ｒｅｐｒｏｄｕｚｉｕ＃ ｏ＃ｍｅｃａｎｉｓｍｏ＃ｄｅ＃ｄｅｒｉｖａﾲￌｏ＃ｑｕｅ＃ｃｏｎｓｔｉｔｕｉ＃ａ＃ｃａｎﾲￌｏ，＃ｅｍ＃ｖｉｒｔｕｄｅ＃ｄａｓ＃ｒｅｐｅｒｃｕｓｓﾫｅｓ＃ ｐｏﾝｔｉｃａｓ＃ｑｕｅ＃ａ＃ｍﾜｓｉｃａ＃ｌｈｅ＃ｓｕｇｅｒｉａ．＃Ｍａｓ＃ｏｕｓｏｕ＃ｕｍａ＃ｎｏｖａ＃ｐｏｓｓｉｂｉｌｉｄａｄｅ＃ａｓｓｏｃｉａｔｉｖａ＃ (“carro – carroceiro”）＃ａｏ＃ｒｅｐｅｒｔﾔｒｉｏ＃ｄｅ＃ｅｘｐｅｒｉￎｎｃｉａｓ＃ｓｏｎｏｒａｓ＃ｑｕｅ＃ｐｏｓｓｕﾞａ．＃
Ｅｍｂｏｒａ＃ａ＃ｄｅｒｉｖａﾲￌｏ＃ｃｒｉａｄａ＃ｎￌｏ＃ｓｅｊａ＃ｅｘｅｍｐｌａｒ＃ｎａ＃ｌｉｎｇｕａｇｅｍ＃ｐａｄｒￌｏ，＃ｅｌａ＃ de-ｍｏｎｓｔｒａ＃ａ＃ｉｎｔｒｏｊｅﾲￌｏ＃ｄａ＃ｌﾔｇｉｃａ＃ｓｅｍﾯｎｔｉｃａ＃ｄｏ＃ｔｅｘｔｏ＃ｐｅｌｏ＃ｍｅｎｉｎｏ，＃ｑｕｅ＃ａｓｓｏｃｉａ＃ car-ｒｏｃｅｉｒｏ＃ａ＃ｃａｒｒｏ，＃ｐａｌａｖｒａｓ＃ｑｕｅ＃ｔￎｍ＃ａ＃ｍｅｓｍａ＃ｒａｉｚ＃ｅｔｉｍｏｌﾔｇｉｃａ．＃Ｄｅｐｏｉｓ，＃ｄｅｉｘａ＃ｒｅｖｅｌａｒ＃ ｏ＃ｐｒｏｖｅｉｔｏ＃ｄａ＃ｒｅｇｒａ＃ｆｏｎｏｌﾔｇｉｃａ，＃ｐｏｉｓ，＃ｐａｒａ＃ｒｅａｌｉｚａｒ＃ａ＃ｒｉｍａ，＃ｓｕｂｍｅｔｅｕ＃ａ＃ｐａｌａｖｒａ＃ｃａｒｒｏ＃ ﾽ＃ｃｏｎｖｅｎﾲￌｏ＃ｅｍｐｒｅｇａｄａ＃ｎａｓ＃ｄｅｍａｉｓ＃ｐａｌａｖｒａｓ＃ｄａ＃ｃａｎﾲￌｏ．＃Ｍａｔｈｅｕｓ＃ｎￌｏ＃ｓﾔ＃ｓａｂｉａ＃ｏ＃
7. Felizmente, a professora fazia referência de forma ilustrativa à escrita, mesmo as crianças não sendo alfabetizadas, o que nos mostra as práticas de letramento a que crianças e adultos estão imersos, desde sempre, numa sociedade letrada.
ｑｕｅ＃ｅｒａ＃ｕｍａ＃ｒｉｍａ＃ｃｏｍｏ＃ｔａｍｂﾝｍ＃ｕｌｔｒａｐａｓｓｏｕ＃ａ＃ｃｏｍｐｒｅｅｎｓￌｏ＃ｄａ＃ｨｉｄｅｎｔｉｄａｄｅ＃ｄｅ＃ ｓｏｎｓ＃ａ＃ｐａｒｔｉｒ＃ｄａ＃ｖｏｇａｌ＃ｔﾦｎｉｃａ＃ｄａ＃ﾜｌｔｉｍａ＃ｐａｌａｖｒａ＃ｄｅ＃ｄｏｉｓ＃ｏｕ＃ｍａｉｓ＃ｖｅｒｓｏｓｶ＃（Ｔｒｅｖｉｓａｎ，＃ ２００１，＃ｐ．＃１１８）．＃Ｅｌｅ＃ｉｎｔｅｒｎａｌｉｚｏｕ＃ｏ＃ｍｅｃａｎｉｓｍｏ＃ｌｉｎｇｕﾞｓｔｉｃｏ＃ｑｕｅ，＃ｎａ＃ｍﾜｓｉｃａ＃ｨＰｏｍａｒｶ，＃ ｓｕｓｔｅｎｔａ＃ｏ＃ｒｉｔｍｏ＃ｄｏｓ＃ｖｅｒｓｏｓ，＃ｅｓｔｅｎｄｅｎｄｏ－ｏ＃ａ＃ｕｍ＃ｒｅｆｅｒｅｎｔｅ＃ｄｅ＃ｒｅｓｓｏｎﾯｎｃｉａ＃ｍａｓｃｕｌｉｎａ＃ ｉｎｆａｎｔｉｌ，＃ｏｓ＃ｃａｒｒｏｓ．＃
Ａ＃ｃａｎﾲￌｏ＃ｒｅｐｅｒｃｕｔｉｄａ＃ｐｅｌｏ＃ｍｅｎｉｎｏ＃ｎａｓ＃ｍｕｉｔａｓ＃ｅｘｐｅｒｉￎｎｃｉａｓ＃ｄｅ＃ｓｕａ＃ａｕｄｉﾲￌｏ＃ｎａ＃ ｅｓｃｏｌａ＃ｔｒａｎｓｆｏｒｍｏｕ－ｓｅ＃ｅ＃ｓｕｒｇｉｕ＃ｃｏｍｏ＃ｐｒｏｐｏｓｔａ＃ｄｅ＃ｓｅｎｔｉｄｏ＃ｐａｒａ＃ｍａｉｓ＃ｕｍａ＃ｅｘｐｅｒｉￎｎｃｉａ＃ ｐｅｓｓｏａｌ：＃ｆａｌａｒ＃ｓｏｂｒｅ＃ｒｉｍａｓ＃ｐａｒａ＃ａｌｇｕﾝｍ＃ｑｕｅ＃entendia ｄｏ＃ａｓｓｕｎｔｏ，＃ａ＃profe ｄａ＃ｐｏｅｓｉａ．＃ Ｅｎｃａｎｔａｄｏ＃ｐｅｌａ＃ｍﾜｓｉｃａ，＃Ｍａｔｈｅｕｓ＃ｄｅｓｅｊｏｕ＃ｃｏｎｔａｒ＃ｓｏｂｒｅ＃ｓｅｕ＃ｅｎｖｏｌｖｉｍｅｎｔｏ＃ｃｏｍ＃ａｓ＃ “várias coisas que é bem igual” ｑｕｅ＃ｅｌｅ＃também ｊￂ＃ｓａｂｉａ．＃Ｂａｃｈｅｌａｒｄ＃（１９８８，＃ｐ．＃３）＃ｓｉｎｔｅｔｉｚａ＃ ｐｏｅｔｉｃａｍｅｎｔｅ＃ｏ＃ｐｒｏｃｅｓｓｏ：＃ｨＡｏ＃ｍａｒａｖｉｌｈａｍｅｎｔｏ＃ａｃｒｅｓｃｅｎｔａ－ｓｅ，＃ｅｍ＃ｐｏｅｓｉａ，＃ａ＃ａｌｅｇｒｉａ＃ ｄｅ＃ｆａｌａｒｶ，＃ｕｍ＃ｆａｌａｒ＃ｑｕｅ，＃ｃｏｍｏ＃ｊￂ＃ａｒｇｕｍｅｎｔｅｉ，＃ｎￌｏ＃ﾝ＃ｎａｒｒａｔｉｖｏ，＃ｍａｓ＃ｬｃｃｉｏｎａｌ．＃
Ａ＃ｅｓｃｕｔａ＃ｄｅ＃ｔｅｘｔｏｓ＃ｃｏｎｄｕｚ＃ａｓ＃ｃｒｉａｎﾲａｓ＃ﾽ＃ｅｘｐｅｒｉￎｎｃｉａ＃ｐｏﾝｔｉｃａ＃ｄｅ＃ｌｅｒ，＃ｐｒｅｄｉｓｐｏｎｄｏ＃ﾽ＃ ｒｅｐｅｒｃｕｓｓￌｏ＃ｅ＃ﾽ＃ｒｅｓｓｏｎﾯｎｃｉａ＃ａｔｒａｖﾝｓ＃ｄａ＃ａﾲￌｏ＃ｉｍａｇｉｎａｎｔｅ．＃Ｏ＃ａｒｇｕｍｅｎｔｏ，＃ｓｅ＃ａｃｅｉｔｏ，＃ｔｒａｚ＃ﾽ＃ ｔｏｎａ＃ｏ＃ｔｅｍａ＃ｈｅｒｍｅｎￎｕｔｉｃｏ＃ｄａ＃ｃｏｍｐｒｅｅｎｓￌｏ＃ｄａ＃ｌｉｎｇｕａｇｅｍ，＃ｐｒｏｂｌｅｍａ＃ｉｎｔｒﾞｎｓｅｃｏ＃ａ＃ｔｏｄａ＃ ｉｎｔｅｒｐｒｅｔａﾲￌｏ＃ｌｉｔｅｒￂｒｉａ，＃ｃｏｍ＃ａ＃ｒｅｓｓａｌｖａ＃ｄｅ＃ｑｕｅ＃ｏ＃ｐｒｏｃｅｓｓｏ＃ｐａｒａ＃ａｓ＃ｃｒｉａｎﾲａｓ＃ｎￌｏ＃ｌｅｉｔｏｒａｓ＃ se gesta na e a partir da ａﾲￌｏ＃ｏｒａｌ＃ｄｏ＃ｍｅｄｉａｄｏｒ＃ａｄｕｌｔｏ＃ｮ＃ｐｒｏｆｅｓｓｏｒ＃ｏｕ＃ｆａｍｉｌｉａｒ．＃
Ｅｓｓａ＃ｐｏｓｉﾲￌｏ＃ﾝ＃ｐｏｕｃｏ＃ｄｅｓｔａｃａｄａ＃ｎｏｓ＃ｅｓｔｕｄｏｓ＃ｌｉｔｅｒￂｒｉｏｓ，＃ｑｕｅ＃ｐｒｏｃｕｒａｍ＃ｃｏｎｃｅｂｅｒ＃ ｏｓ＃ｔｅｘｔｏｓ＃ｮ＃ａｃｅｒｔａｄａｍｅｎｔｅ＃ｮ＃ｅｍ＃ｓｕａ＃ｉｍａｎￎｎｃｉａ＃ﾈ＃ｅｘｃｌｕｉｎｄｏ＃ｄａｄｏｓ＃ｂｉｏｇｒￂｬｃｏｓ，＃ ｈｉｓｔﾔｒｉｃｏｓ＃ｏｕ＃ｐｓｉｃｏｌﾔｇｉｃｏｓ＃ｃｏｍｏ＃ｄｅｔｅｒｍｉｎａｎｔｅｓ＃ｄｉｒｅｔｏｓ＃ｄｅ＃ｓｅｕ＃ｃｏｎｔｅﾜｄｏ＃ｓｅｍﾯｎｔｉｃｏ．＃ Ｐａｒｔｅｍ＃ｄａ＃ｐｒｅｍｉｓｓａ＃ｄｅ＃ｑｕｅ＃ｏ＃ｨｐｒﾔｐｒｉｏ＃ｔｅｘｔｏ＃ｔｅｍ＃ｏ＃ｓｅｕ＃ｓｅｒ＃ｎａｓ＃ｐａｌａｖｒａｓ，＃ｎｏ＃ｓｅｕ＃ ａｒｒａｎｊｏ，＃ｎａｓ＃ｓｕａｓ＃ｉｎｔｅｎﾲﾫｅｓ＃ｅ＃ｎａｓ＃ｉｎｔｅｎﾲﾫｅｓ＃ｄａ＃ｏｂｒａ＃ｄｅ＃ｕｍａ＃ｄｅｔｅｒｍｉｎａｄａ＃ｅｓｐﾝｃｉｅｶ＃ （Ｐａｌｍｅｒ，＃１９８９，＃ｐ．＃２８）．＃Ａｓｓｉｍ，＃ｂｕｓｃａｍ＃ｐｒｅｓｅｒｖａｒ＃ｎｏ＃ｔｅｘｔｏ＃ｓｕａ＃ｉｎｔｅｇｒｉｄａｄｅ，＃ｌｉｖｒａｎｄｏ－ ｏ＃ｄａ＃ｈｅｒｅｓｉａ＃ｄａ＃ｐａｒￂｆｒａｓｅ．＃
Ａ＃ｐｏｓｉﾲￌｏ＃ﾝ＃ｉｎｅｑｕﾞｖｏｃａ．＃Ｌｅｒ＃ｕｍ＃ｔｅｘｔｏ＃ｌｉｔｅｒￂｒｉｏ＃ﾝ＃ｎｅｌｅ＃ｅｎｃｏｎｔｒａｒ＃ｓｅｎｔｉｄｏｓ，＃ｅｘｃｌｕｉｎｄｏ＃ ｉｎｆｅｒￎｎｃｉａｓ＃ｏｕ＃ａｎａｌｏｇｉａｓ＃ﾽ＃ｖｉｄａ＃ｆａｃｔｕａｌ＃ｏｕ＃ｐｓｉｃｏｌﾔｇｉｃａ＃ｄｏ＃ｓｅｕ＃ａｕｔｏｒ．＃Ｎￌｏ＃ﾝ＃ｉｎｓﾯｎｉａ，＃ ｃｏｎｔｕｄｏ，＃ｒｅｃｏｎｈｅｃｅｒ＃ｑｕｅ＃ａ＃ａｕｔｏｎｏｍｉａ＃ｄｏ＃ｔｅｘｔｏ＃ｒｅｓｇｕａｒｄａ＃ｮ＃ａｉｎｄａ＃ｮ＃ｕｍａ＃ｅｘｉｓｔￎｎｃｉａ＃ ｏｒａｌ，＃ａｃｏｎｔｅｃｉｍｅｎｔｏ＃ｎｏ＃ｔｅｍｐｏ＃ｑｕｅ＃ｔｒａｎｓｐｏｒｔａ＃ａｓ＃ｐａｌａｖｒａｓ＃ｐａｒａ＃ａｌﾝｍ＃ｄｅ＃ｓｕａｓ＃ａｃｅｐﾲﾫｅｓ＃ ｖｉｓｕａｉｓ＃ｅ＃ｃｏｎｃｅｉｔｕａｉｓ．＃Ａｓ＃ｐａｌａｖｒａｓ＃ｅｓｃｒｉｔａｓ＃ｑｕｅ＃ｌｅｍｏｓ＃ｓￌｏ＃ｐａｌａｖｒａｓ－ｅｖｅｎｔｏｓ，＃ｄｅｓｅｍ -ｐｅｎｈｏｓ＃ｏｒａｉｓ＃ｃｏｒｐｏｒｉｬｃａｄｏｓ，＃ｍａｓ＃ｓｉｌｅｎｃｉｏｓｏｓ．＃Ｈￂ＃ｕｍａ＃ｖｏｚ＃ｑｕｅ＃ｆａｌａ＃ｅ＃ｓｅ＃ｉｎｓｃｒｅｖｅ＃ｎｏ＃ ｔｅｘｔｏ．＃Ｓｕａ＃ｅｓｃｕｔａ＃ｓｅｒￂ＃ｕｍａ＃ｆｏｒｍａ＃ｄｉｓｆａｒﾲａｄａ＃ｄａ＃ｌｅｉｔｕｒａ＃ｏｒａｌ．＃Ｐａｒａ＃ａｓ＃ｃｒｉａｎﾲａｓ，＃ｅｓｓｅ＃ ｄｅｓｅｍｐｅｎｈｏ＃ｏｒａｌ＃ｔｅｒￂ＃ｕｍａ＃ｉｎｓｔﾯｎｃｉａ＃ｉｎｔｅｒｍｅｄｉￂｒｉａ：＃ａ＃ｖｏｚ＃ｄｏ＃ａｄｕｌｔｏ＃ｌｅｉｔｏｒ．＃
ｨｃｏｌｏｃｏ－ｍｅ＃ｎｏ＃ｐｏｎｔｏ＃ｄｅ＃ｖｉｓｔａ＃ｄｏ＃ｌｅｉｔｏｒ，＃ｍａｉｓ＃ｄｏ＃ｑｕｅ＃ｄａ＃ｌｅｉｔｕｒａ，＃ｎｏ＃ｓｅｎｔｉｄｏ＃ｅｍ＃ｑｕｅ＃ ｅｓｔａ＃ｐａｌａｖｒａ＃ｄｅｓｉｇｎａ＃ａｂｓｔｒａｔａｍｅｎｔｅ＃ｕｍａ＃ｏｐｅｒａﾲￌｏ．＃Ｏ＃ｑｕｅ＃ｅｕ＃ｑｕｅｓｔｉｏｎｏ＃ﾝ＃ｏ＃ｌｅｉｔｏｒ＃ ｌｅｎｄｏ，＃ｏｐｅｒａｄｏｒ＃ｄａ＃ａﾲￌｏ＃ｄｅ＃ｌｅｒ．ｶ＃（Ｉｂｉｄｅｍ，＃ｐ．＃２４）．＃
Ｐａｒａ＃ｏｓ＃ｐｅｑｕｅｎｏｓ＃（ｅ＃ｏｓ＃ｇｒａｎｄｅｓ＃ｑｕｅ＃ｄｅｌｅｓ＃ｓｅ＃ｏｃｕｐａｍ），＃ｉｍｐｌｉｃａｒ＃ａｓ＃ｐｅｒｃｅｐﾲﾫｅｓ＃ｓｅｎ -ｓｏｒｉａｉｓ＃ｄａ＃ａﾲￌｏ＃ｄｅ＃ｌｅｒ＃ﾽ＃ｉｎｔｅｒｐｒｅｔａﾲￌｏ＃ｐｏﾝｔｉｃａ＃ｄａ＃ｐｏｅｓｉａ＃ﾝ，＃ｓｅｍ＃ｄﾜｖｉｄａ，＃ｃｏｎｓｉｄｅｒａｒ＃ｏｓ＃ ｅｆｅｉｔｏｓ＃ｄａ＃ｖｏｚ＃ｄｅ＃ｃｕｊｏ＃ｃｏｒｐｏ＃ｅｌａ＃ｅｍａｎａ＃ｄｅ＃ｆｏｒｍａ＃ｐｌｅｎａ．＃Ｐａｒａ＃Ｚｕｍｔｈｏｒ，＃ｅｓｓｅ＃ｐｒｏｃｅｓｓｏ＃ ｅｓｔￂ＃ｅｎｖｏｌｖｉｄｏ＃ｎａ＃ｐｒￂｔｉｃａ＃ｄａ＃ｌｅｉｔｕｒａ＃ｌｉｔｅｒￂｒｉａ＃ａｔｒａｖﾝｓ＃ｄａ＃ｎｏﾲￌｏ＃ｄｅ＃performance．＃
Ａ＃performance ﾝ＃ｓｅｍｐｒｅ＃ｃｏｎｓｔｉｔｕｔｉｖａ＃ｄａ＃ｆｏｒｍａ．＃Ｓｕａｓ＃ｒｅｇｒａｓ＃ｐｒａｇｍￂｔｉｃａｓ＃ｨｉｍｐｏｒｔａｍ＃ ｐａｒａ＃ａ＃ｃｏｍｕｎｉｃａﾲￌｏ＃ｔａｎｔｏ＃ｏｕ＃ａｉｎｄａ＃ｍａｉｓ＃ｄｏ＃ｑｕｅ＃ａｓ＃ｒｅｇｒａｓ＃ｔｅｘｔｕａｉｓ＃ｐｏｓｔａｓ＃ｎａ＃ｏｂｒａ＃ｎａ＃ ｓｅｑￎｎｃｉａ＃ｄａｓ＃ｆｒａｓｅｓ：＃ｄｅｓｔａｓ＃ｅｌａｓ＃ｅｎｇｅｎｄｒａｍ＃ｏ＃ｃｏｎｔｅｘｔｏ＃ｒｅａｌ＃ｅ＃ｄｅｔｅｒｍｉｎａｍ＃ｬｎａｌｍｅｎｔｅ＃ ｏ＃ａｌｃａｎｃｅ．ｶ＃（Ｚｕｍｔｈｏｒ，＃２００７，＃ｐ．＃３０）．＃Ｐｏｒ＃ｉｓｓｏ＃Ｚｕｍｔｈｏｒ＃ｄｉｓｔｉｎｇｕｉｕ＃ｏｂｒａ＃ｅ＃ｔｅｘｔｏ．＃ Ａ＃ｏｂｒａ＃ｃｏｍｐｒｅｅｎｄｅ＃ａ＃ｔｏｔａｌｉｄａｄｅ＃ｄｅ＃ｆａｔｏｒｅｓ＃ｄａ＃performance ｑｕｅ＃ｓￌｏ＃ｐｏｅｔｉｃａｍｅｎｔｅ＃ ｃｏｍｕｎｉｃａｄｏｓ＃ｎｏ＃ａｑｕｉ＃ｅ＃ｎｏ＃ａｇｏｒａ：＃ｔｅｘｔｏ，＃ｓｏｎｏｒｉｄａｄｅｓ，＃ｒｉｔｍｏｓ，＃ｅｌｅｍｅｎｔｏｓ＃ｖｉｓｕａｉｓ．＃Ｏ＃ ｔｅｘｔｏ＃ﾝ＃ａ＃ｓｅｑｕￎｎｃｉａ＃ｌｉｎｇｕﾞｓｔｉｃａ＃ｑｕｅ＃ｔｅｎｄｅ＃ａｏ＃ｆｅｃｈａｍｅｎｔｏ，＃ｃｕｊｏ＃ｓｅｎｔｉｄｏ＃ｇｌｏｂａｌ＃ｎￌｏ＃ﾝ＃ ｒｅｄｕｔﾞｖｅｌ＃ﾽ＃ｓｏｍａ＃ｄｏｓ＃ｅｆｅｉｔｏｓ＃ｄｅ＃ｓｅｎｔｉｄｏｓ＃ｐａｒｔｉｃｕｌａｒｅｓ＃ｐｒｏｄｕｚｉｄｏｓ＃ｐｏｒ＃ｓｅｕｓ＃ｓｕｃｅｓｓｉｖｏｓ＃ ｃｏｍｐｏｎｅｎｔｅｓ．＃Ｏ＃ｐｏｅｍａ＃ｓｅｒｉａ，＃ｅｎｔￌｏ，＃ｏ＃ｔｅｘｔｏ，＃ｒｅｃｕｐｅｒￂｖｅｌ＃ｅ＃ｌｅｇﾞｖｅｌ，＃ｍａｓ＃ｄｅｓｔｉｔｕﾞｄｏ＃ ｄｅ＃ｓｅｕｓ＃ａｓｐｅｃｔｏｓ＃ａｕｄﾞｖｅｉｓ＃ｅ＃ｖｉｓﾞｖｅｉｓ＃ｄａ＃performance （Ｚｕｍｔｈｏｒ，＃１９９３，＃ｐ．＃２２０）．＃
Ｅｎｔￌｏ，＃ｓｅ，＃ａｔｒａｖﾝｓ＃ｄｏｓ＃ｔｅｘｔｏｓ，＃ｎￌｏ＃ｐｏｄｅｍｏｓ＃ｍａｉｓ＃ａｃｅｓｓａｒ＃ａ＃ｏｂｒａ＃ｮ＃ｐｏｉｓ＃ｔｏｄｏｓ＃ｏｓ＃ ｔｅｘｔｏｓ＃ｑｕｅ＃ｌｅｍｏｓ＃ｐａｒｔｅｍ＃ｄｅ＃ｕｍａ＃ｅｓｃｒｉｔａ＃ｐｒｉｍｅｉｒａ＃ｮ，＃ｓｅｒￂ＃ｏ＃ｐｒａｚｅｒ＃ｄｏ＃ｃｏｒｐｏ＃ｓｅｎ -ｔｉｎｄｏ＃ａ＃ｅｍｏﾲￌｏ＃ｄｏ＃ｔｅｘｔｏ＃ｑｕｅ＃ｓｉｎｔｅｔｉｚａｒￂ＃ａ＃ｒｅｓｉｓｔￎｎｃｉａ＃ｄａ＃ａｔｉｔｕｄｅ＃ｐｅｒｆｏｒｍￂｔｉｃａ．＃Ｏ＃ ｨｑｕｅ＃ｎａ＃ｐｅｒｆｏｒｍａｎｃｅ＃ｏｒａｌ＃ｐｕｒａ＃ﾝ＃ｒｅａｌｉｄａｄｅ＃ｅｘｐｅｒｉｍｅｎｔａｄａ，＃ｎａ＃ｌｅｉｔｕｒａ＃ﾝ＃ｄａ＃ｏｒｄｅｍ＃ ｄｏ＃ｄｅｓｅｊｏ．ｶ＃（Ｚｕｍｔｈｏｒ，＃２００７，＃ｐ．＃３５）．＃Ａｓｓｉｍ，＃ｈｏｊｅ，＃ｈￂ＃ｕｍａ＃ｉｎｖｅｒｓￌｏ＃ｅｍ＃ｒｅｌａﾲￌｏ＃ﾽ＃ performance ｍｅｄｉｅｖａｌ：＃ｏ＃ｐｒａｚｅｒ＃ｉｎｄｉｖｉｄｕａｌ＃ｄａ＃ｅｘｐｅｒｉￎｎｃｉａ＃ｄｅ＃ｌｅｒ＃ｅｎｇｅｎｄｒａ＃ｏ＃ｒｉｔｕａｌ＃ ｃｏｌｅｔｉｖｏ＃ｎｏ＃ｬｍ＃ｄｏ＃ｐｅｒｃｕｒｓｏ．＃Ｅ＃ａ＃ｃｒｉａｎﾲａ，＃ａｔｒａｖﾝｓ＃ｄｅ＃ｓｕａ＃ａﾲￌｏ＃ｉｍａｇｉｎａｎｔｅ＃ａ＃ｕｍ＃ｓﾔ＃ ｔｅｍｐｏ＃ｬｃｃｉｏｎａｌ＃ｅ＃ｃｏｒｐﾔｒｅａ，＃ｍｏｓｔｒａ＃ｉｓｓｏ．＃
Brincar o processo de ensinar ensinando: ler as crianças lendo
Ｎｏ＃ｃｅｎￂｒｉｏ＃ｅｄｕｃａｃｉｏｎａｌ＃ｂｒａｓｉｌｅｉｒｏ，＃ｔｅｍｏｓ＃ａｃｏｍｐａｎｈａｄｏ＃ｏ＃ｄｅｂａｔｅ＃ｓｏｂｒｅ＃ｑｕｅ＃ ｃｕｒｒﾞｃｕｌｏ＃ｐｒｏｐｏｒ＃ｐａｒａ＃ａｓ＃ｅｓｃｏｌａｓ＃ｄｅ＃Ｅｄｕｃａﾲￌｏ＃Ｉｎｆａｎｔｉｌ，＃ｌｅｖａｎｄｏ＃ｅｍ＃ｃｏｎｔａ＃ｏ＃ｆａｔｏ＃ ｄｅ＃ｑｕｅ＃ｔａｍｂﾝｍ＃ａｃｏｌｈｅｍ＃ｃｒｉａｎﾲａｓ＃ｄｅ＃０＃ａ＃３＃ａｎｏｓ．＃Ｐｅｓｑｕｉｓａｄｏｒｅｓ＃ｅ＃ｐｒｏｆｅｓｓｏｒｅｓ＃ｔￎｍ＃ ｄｅｓｅｊａｄｏ＃ﾈ＃ｅ＃ａｒｇｕｍｅｎｔａｄｏ＃ｎｅｓｓｅ＃ｓｅｎｔｉｄｏ＃ﾈ＃ｑｕｅ＃ｅｓｓａｓ＃ｅｓｃｏｌａｓ，＃ｓｅｇｕｉｎｄｏ＃ａｓ＃ｏｒｉｅｎｔａ -ﾲﾫｅｓ＃ｄａｓ＃ｄｉｒｅｔｒｉｚｅｓ＃ｎａｃｉｏｎａｉｓ＃ｅ＃ｒｅｓｐａｌｄａｄａｓ＃ｎｏ＃ｄｉｒｅｉｔｏ＃ﾽ＃ｅｌａｂｏｒａﾲￌｏ＃ｄｅ＃ｓｕａｓ＃ｐｒｏｐｏｓｔａｓ＃ ａｕｔﾦｎｏｍａｓ，＃ｃｏｎｓｉｄｅｒｅｍ＃ｓｅｕ＃ｄｅｖｅｒ＃ｄｅ＃ａｂｏｒｄａｒ＃ｏ＃ｃｏｎｈｅｃｉｍｅｎｔｏ＃ｅｍ＃ｕｍａ＃ｃｏｎｃｅｐﾲￌｏ＃ ｍａｉｓ＃ｃｏｍｐｌｅｘａ＃ｄｏ＃ｑｕｅ＃ａｑｕｅｌａ＃ｑｕｅ＃ｏ＃ｆｒａｇｍｅｎｔａ＃ｅｍ＃ｃｏｎｔｅﾜｄｏｓ＃ｄｉｓｃｉｐｌｉｎａｒｅｓ＃ｏｕ＃ￂｒｅａｓ＃ ｄｏ＃ｃｏｎｈｅｃｉｍｅｎｔｏ．＃Ｅｓｓａ＃ｃｏｍｐｌｅｘｉｄａｄｅ，＃ｅｎｔｒｅｔａｎｔｏ，＃ｎￌｏ＃ﾝ＃ｓｉｎﾦｎｉｍａ＃ｄｅ＃ｓｉｓｕｄｅｚ．＃
