THE EFFECT OF LEGITIMIZING EVERYDAY AESTHETICS ELEMENTS IN TEACHING AND LEARNING POETRY CREATION IN SECONDARY LEVELS

Abstract

This article seeks to unveil an overview about poetry teaching practices performed in school environments, bearing in mind the role these occupy in nowadays educational settings as a pedagogical tool. The teaching of poetry has privileged canonized and instrumentalized practices, displacing situated poetry production that sets authentic students' communicative experiences of secondary levels of schools. Thus, this disengagement between traditional practices in poetry production teaching and learning practices and situated poetry production limit meaningful learning of written production of poetry and strengthen the idea of poetry as an unrelated knowledge in life. Under this framework, there is a proposal of enriching the poetry production teaching practices from the basis of a conscientious integration of everyday elements that enrich the sense of aesthetics in written production of poetry in classrooms, setting a new approachement for reading and writing skills. It is evidentiated that, legitimizing everyday elements in poetry creation does not imply a lack of literary rigor, on the contrary, it implies broadening the aesthetics and pedagogical prospecto towards democratizing know-how poetry, strengthen authentic students' voice and resignify the relation between language, creativity and learning