O ensino do gênero canção em aulas de língua portuguesa: um estudo de educação linguística

• Ano de defesa: 2011
• Autor(a) principal: Lacerda, Viviane Nery
• Orientador(a): Brito, Regina Helena Pires de
• Banca de defesa: Vasconcelos, Maria Lúcia Marcondes Carvalho , Casagrande, Nancy dos Santos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Presbiteriana Mackenzie
• Programa de Pós-Graduação: Letras
• Departamento: Letras
• País: BR
• Palavras-chave em Português: educação linguística; ensino; gênero; canção; língua portuguesa
• Palavras-chave em Inglês: linguistic education; teaching; gender; song; portuguese language
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: http://dspace.mackenzie.br/handle/10899/25257

The purpose of the present thesis is to demonstrate how the gender song can be employed as a facilitator and motivator in the Portuguese classes (mother tongue), inasmuch as reaching an effective result in the learning-teaching process requires the development of the complete content, in a comprehensive and creative manner. Based on the fundamentals of the Linguistic Education, this study intends to analyse the collection of the textbooks most widely used in public Middle Schools, Português: linguagens, according to PNLD Programa Nacional do Livro Didático (National Textbook Program) 2011. It was observed that in some cases, the approach employed in classroom with the gender song was superficial and fragmented; in other cases, the activities proposed had no connection with the content of the chapter in which such activities were inserted, nor either contributed to the development of the abilities and competences expected from students in such grades. The theoretic stand point of this study is grounded in the work of scholars such as: Bechara (2006), Travaglia (2003; 2006), Marcuschi (2005, 2008), Costa (2005), Dolz, Noverraz e Schneuwly (2010). From the critical analysis, this thesis presents along the lines of Linguistic Education, four teaching sequences, as suggestions for teachers to develop contextualized and meaningful activities to students, employing the gender song.