A produção textual da poesia: um estudo realizado com os alunos da 6ª Classe da Escola Primária nº 140 – Santa Teresa

Abstract

This study addresses the practice of text production based on a diagnostic analysis of the educational background of 6th-grade students at Primary School No. 140, in Huambo, Angola, with a focus on poetry writing. The aim is to understand how students relate to poetry—how they interpret and express it—as well as to identify the skills they already possess and the areas in which they require pedagogical intervention. The diagnostic revealed that the students were already somewhat familiar with the genre through contexts such as church and school, particularly through the reading of poetic texts. However, it also became clear that an intervention was necessary to expand, develop, and guide their ability to write poetry, since writing is not a spontaneous act—one learns to write by writing. As an intervention, writing and rewriting workshops were conducted to build upon their prior knowledge and introduce new content in a practical and meaningful way. Methodologically, the study adopts action research, with direct involvement in seeking solutions to the identified problem. It is a qualitative study grounded in the interpretation of subjective data. We conclude that it is essential to teach students how to write, as they will not begin writing without a foundation. It is the school’s responsibility to provide this foundation, treating composition classes as a privileged and essential space for teaching and refining writing skills.