Singing my song: (re)significando a educação linguística mediada por músicas e temas vivenciais

• Ano de defesa: 2022
• Autor(a) principal: Lima, Silvana Laurenço
• Orientador(a): Gonçalves, Letícia de Souza
• Banca de defesa: Gonçalves, Letícia de Souza, Cruvinel, Roberta Carvalho, Silvestre, Viviane Pires Viana
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Ensino na Educação Básica (CEPAE)
• Departamento: Centro de Ensino e Pesquisa Aplicada à Educação - CEPAE (RG)
• País: Brasil
• Palavras-chave em Português: Educação básica; Língua inglesa; Música; Educação linguística críticaca; Temas vivenciais
• Palavras-chave em Inglês: Elementary education; English; Music; Critical linguistic education; Experiential themes
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/12193

English language teaching has undergone several and distinct changes throughout the history of education. Such phenomenon points towards the urgency of (re) thinking new methodological strategies for additional language teaching. Thus, this investigation had been developed Professional Master's in Teaching in Basic Education of the Stricto Sensu Postgraduate Program at CEPAE/ UFG, and it has had the following research questions: How can we use songs in English language teaching in a critical and reflective way to help form a reflective, critical and autonomous individual? How to use songs in the classroom as a way to approach social issues? And what is the students’ perception regarding cross-cutting themes and the use of songs in the English language classroom? In this sense, I have attempted to analyze and reflect on the use of music in the English language teaching learning process from a critical, reflective, transformative and transgressive standpoint. This was a qualitative and action research conducted with elementary school students from the ninth grade of a public school in the city of Goiânia, state of Goiás. For data collection I have used research tools such as field diaries with the teacher’s reflective notes, questionnaire done prior to and after the activities with the students and the productions of the participants of this study. In conclusion, I believe this paper is pivotal for the formation of a reflective citizen, this study has also contributed not only to reflections regarding the possibility of real critical language teaching in public schools through the use of songs, but also to the creation and exchange of an educational product, which is the short course aimed at language teachers from the state and municipal spheres of Goiás by means of an online workshop entitled: Critical Language Teaching in Public Schools: (re)building practice proposal through songs and experiential themes.