Nas entrelinhas do gênero canção: estratégias para a formação de um leitor proficiente

Abstract

In order to address their social needs and to become a citizen in terms of critical thinking and social attitudes, students need to perform a proficient reading of the several text genres that are around them. According to the last results from national reports like Prova Brasil, students lack social requirements, once they decode the graphemes in a superficial way, often understanding the literal sense of the sentences but missing any meaning that relies beyond that, any inner meaning that is not understood by simply decoding the text as it is. In this context, we define the general objective of this work: the investigation of how the Song Textual Genre can improve specific local public school 9th graders reading proficiency and critical reading by means of reading, comprehension and interpretation activities concerning the language expressions present in that genre. Specific objectives, for that matter, include: the exploration of linguistic and interactive resources that are present in the considered textual genre and that are responsible for meaning making; the construction of a cultural set list for deepening the comprehension of inner meanings that are also present in the Song text genre; recognizing that reading is an activity that is based upon interactions among author, text and reader; identifying, understanding and interpreting literary language in Song text genre, as well as several non-verbal languages. For the research method, we adopt a qualitative data analysis, in the field of action-research, as described by Thiollent (2011). The research is also conducted by means of activities related to “Didactic Sequence”, as discussed by Dolz, Noverraz & Schneuwly, (2004) and Costa-Hübes (2009). Teoretical foundation, on its turn, focuses on literacy study and is based on the works by Soares (2012); Rojo & Moura (2012), Candido (1998) and Cosson (2014). For language conception, text, reading and comprehension, and critical reader formation, we take under consideration the studies from Antunes (2009), Kleiman (2013), Koch (2011) and (2014), Leffa (1996) and Solé (1998). For Textual Genre and Song Textual Genre foundations specifically, we rely on the works by Marcuschi (2008), Maia (2007), Tatit (1987) and Costa (2002). From these theoretical and methodological references, an analysis of the following songs was performed: “Aos meus heróis” (To My Heroes), by Julinho Marassi, “Alegria, alegria” (Joy, joy), by Caetano Veloso, “Pra não dizer que não falei das flores” (So one can’t say that I didn’t speak of the flowers), by Geraldo Vandré, “Geração Coca Cola” (Coca Cola Generation), by Renato Russo and "Brasil" (Brazil), by Cazuza. In the analysis, it was considered the context of different perspectives like music production, thematic content, lyrics construction and specific linguistic features. The results from this work make evident that, considering the Song Textual Genre, one can find several elements capable of forming, in academic terms, a proficient reader. This is explained by the fact that this particular genre, besides having rich language expression for possible different meanings matters, is also full of dreams, complaints, social critics and feelings – themes over which the students discussed and reflected upon with consistent critical thinking.