Abordagem da tipologia textual nas letras de canção de Rap: um caminho

• Ano de defesa: 2024
• Autor(a) principal: Affonso, Camilla Freitas Moraes Gonçalves
• Outros Autores: [e-mail]
• Orientador(a): Santos, Denise Salim
• Banca de defesa: Martins, Aira Suzana Ribeiro , Camara, Tania Maria Nunes de Lima
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Letras
• Departamento: Centro de Educação e Humanidades::Instituto de Letras
• País: Brasil
• Palavras-chave em Português: Língua portuguesa; Tipologia textual; Letras de canção; Rap; Ensino; Língua portuguesa – Estudo e ensino; Tipologia (Linguística); Rap (Música) – Canções e música
• Palavras-chave em Inglês: Textual typology; Song lyrics; Teaching
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: http://www.bdtd.uerj.br/handle/1/23969

This dissertation is dedicated to exploring textual typology through song lyrics from the rap music genre. This choice is justified by the significant appreciation of rap among young people and by its nature as a genre that carries a sense of combativeness and social advocacy regarding Brazilian daily life. Using it as a teaching strategy places students in contact with aspects of their culture, community, and lives. In addition to being a familiar genre, it encourages them to seek alternative perspectives to reflect on social problems and the values that are, in some way, expressed in rap lyrics. This research is relevant as it integrates linguistic content with sociocultural elements, valuing students’ world knowledge and the social context surrounding them. The study is guided by the National Curriculum Parameters (1998) and the Common National Curriculum Base (2017), aiming to foster a connection with students and stimulate discussions through the reading and interpretation of rap lyrics. The general objective is to use rap song lyrics as an activity for critical reading, enabling the identification of different textual types and the discursive purpose these typologies achieve. The specific objective is to reflect on the current teaching scenario in schools, aiming to promote greater student engagement with classroom content by leveraging their knowledge and cultural preferences, as well as enhancing reading skills. The hypothesis is that involving students in activities closely related to their reality can make the reception of the necessary linguistic content for the conscious and proper use of language more productive. The theoretical framework draws on studies by Koch (2003), Orlandi (2012), Cavalcante (2019), and Costa Val (2006) to present a critical perspective on Portuguese language teaching. To support genres and textual typologies, works by Bakhtin (1997), Marcuschi, Bronckart (2003, 1999), Antunes (2010), Travaglia, and Oliveira (2012) were consulted. For the approach to the song lyrics genre, sources include Silva and Borges (2013), Barros (1973), Simões (2007), Figueiredo (2004), Machado (2005), and Marques and Basso (2014). Regarding the rap music genre, references include Guimarães (1999), Tella (1999), and Salles (2004). The research corpus consists of six compositions by the rapper Emicida.The process of applying theory to the selected corpus demonstrates the possibility of achieving better academic performance and providing an enjoyable experience in Portuguese language classes