Brazilian songs: reading/writing in a proposal of mother tongue teaching/learning in basic education

• Grant number: 22/03023-0
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Start date: October 01, 2022
• End date: September 30, 2023
• Field of knowledge: Linguistics, Literature and Arts - Linguistics
• Principal Investigator: Sandra Mara Moraes Lima
• Grantee: Luis Henrique Ferreira da Silva
• Host Institution: Escola de Filosofia, Letras e Ciências Humanas (EFLCH). Universidade Federal de São Paulo (UNIFESP). Campus Guarulhos. Guarulhos , SP, Brazil

Abstract

This paper aims to discuss the possible impacts of using Brazilian songs in didactic activities of language teaching/learning in basic education and the presumed contributions to the development of reading/writing in Portuguese Language classes. Regarding the Brazilian song genre, it is considered, from a Bakhtinian perspective, a relatively stable type of enunciation, characterized by a thematic content, a compositional construction and a style. The genres are always linked to a domain of human activity, reflecting its specific conditions and purposes. Thus, this research aims to work with the song genre in the classroom, pointing to a development of world reading. From the materiality of the texts, which can have consonance with the worldview and the aesthetic character of the students? The proposal is to promote a reading that is configured in response, evidencing the authorial voice of the readers. In this sense, the goal of this research is to reflect on how a dialogical methodology can be more fruitful and make sense to the students in order to contribute to reading and writing from an authorial perspective, highlighting the importance of the student as a subject with voice, authorship, uniqueness, someone with whom one dialogues and positions oneself. The reflection also contemplates discussing to what extent the song genre taken for language teaching/learning can be effective and to what extent it can be positive or negative. The theoretical foundations that support this research permeate the discussions about the compositional elements of the genre of discourse (BAKHTIN; FIORIN), the work with genres in the classroom (COSTA, DALVI; LIMA) and authors who deal with the importance of the act of reading (FREIRE; GERALDI).(AU)