As canções no livro didático de Língua Portuguesa: perspectivas de letramento literário

Abstract

This work aims to problematize the presence of songs in three Portuguese Language Textbook (LDLP) - 9th grade of elementary school, adopted in public schools in the city of Imperatriz - MA. The purpose is to analyze how songs can help to practice literary literacy and to promote student learning process for any kind of literary text that invests in melopeia issues (in terms defined by Ezra Pound) or not. The methodology proposes a literature review and a documentary research with an interpretative and qualitative approach. To contribute theoretically our study we will use the following authors: Pound (2006) who theorizes melopeia issues (rhythm and sound) in poetry; Oliveira (2002; 2003), who builds a study of the relationship between literature and music; Napolitano (2002) who presents a history of brazilian popular music; Silva and Pereira (2018) who focus their reflections on the Portuguese Language Textbook (LDLP); Cosson (2014; 2018) that explains literary literacy processes. The research will present information from the National Curricular Guidelines (DCN), of the Commom National Curricular Base (BNCC), of the Textbook Program of the Ministry of Education (PNLD) and of the Curricular Document of the Maranhense Territory. With the results of this study, we found a literary awakening that songs raise when mobilized outside the grammatical scope that the textbook propose. Therefore, to stimulate literary discussion in the articulation of the two arts, it was possible to recognize their artistic and educational value for the teaching and learning process and for social practices.