As letras de canções como estratégia para o ensino das tipologias textuais

Abstract

This dissertation aims to apply the various textual typologies to the lyrics of Brazilian Popular Music, establishing a critical view of the use of text for the teaching of the mother tongue, in addition to valuing the contributions of the lyrics to this teaching. The lyrics of songs are observed through the necessary qualitative bias, associating them to each textual typology, thus constituting the corpus of the research. Theoretical analyzes are guided by the studies of Luiz Carlos Travaglia (2004, 2009), Marcos Bagno (1999), Irandé Antunes (2003), Roxane Rojo (2000), Eliana Vianna Brito (2001), João Wanderley Geraldi (2011), Dagoberto Buim Arena (2005) and Delia Lerner (2002), in an attempt to present a critical view on the teaching of Portuguese Language, indicating the text as a fundamental element for this teaching, the teacher as a mediator of reading activities, the types of reading and the choice of texts for productive work with the class. To approach the text itself, and its specificities, we turn to Ingedore Grunfeld Villaça Koch and Vanda Maria Elias (2009, 2016), Leonor Lopes Fávero and Ingedore Grunfeld Villaça Koch (1983), Maria da Graça Costa Val (1991, 2000), Leonor Lopes Fávero (1991) and Ingedore Grunfeld Villaça Koch (2010). As for textual typologies, we rely on the studies of Luiz Antônio Marcuschi (2005, 2008), José Luiz Fiorin (2004, 2011), Francisco Platão Savioli and José Luiz Fiorin (2006), Helênio Fonseca de Oliveira (2007), Othon Moacir Garcia (2010) and Joaquim Mattoso Câmara Júnior (1978). Intrinsically linked to textual typologies, speech genres are addressed by the biases of Mikhail Mikhailovich Bakhtin (1997) and Dominique Maingueneau (2004, 2015). Regarding song lyrics, we follow the studies of Nelson Barros da Costa (2001, 2002, 2007), Álvaro Antônio Caretta (2013), Mário de Andrade (1972, 1991), Ricardo Cravo Albin (2003), José Ramos Tinhorão (1997), Luiz Tatit (1997, 2004), Arthur Nestrovski (2002), Martha Tupinambá Ulhôa (1999), Maria Alice Aguiar (2008), Virginia Candido (2008) and Valeria Cristina de Abreu Vale Caetano (2011), elucidating the song genre, melody, poetry and music. Throughout the research, implicity or explicity, the proposals of Paulo Freire (1987, 1989, 1996) are reiterated, among others, to reflect on the teaching. We believe that this research can be of great value to enrich and make work in Portuguese Language classes more motivating