Caminhos para um trabalho efetivo com o gênero canção em sala de aula

Abstract

This study investigates the contributions of the song genre in the school context, considering the traditionally minor or nearly invisible role attributed to this genre in teaching and learning situations. Based on this initial observation, we propose possible approaches or effective classroom interventions, taking into account the four stages of reading proposed by Renilson José Menegassi (2010), methodologically adapted to the basic sequence inspired by the studies and activities of Rildo Cosson (2006). In this way, our proposal is aligned with the guidelines of the Brazilian National Common Curricular Base (BNCC), prioritizing both the specificities of textual genres and the process of aesthetic appreciation of texts, as well as a sociocultural space for the construction of identity and citizenship. The song is thus highlighted as part of our history and the present-day experiences of our young students, who learn howto identify sounds, letters, names, and themes.