A palavra, o som e o sentido:a canção e o discurso literomusical nas aulas de língua portuguesa

Abstract

This Training Memorial presented to the Mestrado Profissional em Letras (PROFLETRAS) at the Institute of Letters of the Federal University of Bahia elects the song as a catalyst for the (auto) biographical writing process and presents the results of the intervention project entitled The word, the sound and the meaning: the song and the literomusical discourse in the Portuguese Language classes, developed / realized in the Cleusa Maria de Carvalho Moreira Municipal School, located in the city of Camaçari, Bahia. The objective of this work was to reflect with the students about the place of the song in the Portuguese Language classes, focusing on the literomusical discourse. Thus, during the pedagogical actions were developed ten modules with proposals of literary experiments created, analyzed and discussed with the students. As pillars for research were used the theoretical contributions of academic productions on the art of writing life (SOUZA, 2011; CORDEIRO and SOUZA, 2010; SANTIAGO, 2018), about literacy and literacy (STREET, 2014 [1995]). ); KLEIMAN, 1995; SOARES, 2010 [1998]; TFOUNI 2010 [1995]; GALVÃO, 2010), about literary reading modes of the song (COSTA, 2010, 2011; RABBIT, 2014; TATIT, 1997, 1999; WISNIK, 2017 [1989]), about literary literacy (AGUILAR and CÁMARA, 2017; COSSON, 2018 ; GARRAMUÑO, 2014; DALVI et al, 2013), about classroom methodology design (SCHNEUWLY and DOLZ 2004 et al.; HERMETO, 2012). All the literary experiments envisioned the construction of the actions that were developed in the 9th grade elementary school class, from June to August in 2019, highlighting a specific and different way of working with the song in the classroom. in Portuguese language classes. The data from this research were presented from conversation wheels, different products of each experiment, written in the students' didactic material and audiovisual records of the classes. The results achieved with the research participants demonstrated that experimentation with songs, valuing the possible sensory perceptions of the listening bodies, allows students to read critically, producing other meanings and other textualities of themselves, the other and the world.