A leitura de mundo a partir do rap : compreensão leitora e análise crítica de alunos/as do 9º ano de uma escola pública de Alagoas

Abstract

The Rap, music that highlights the voice of the periphery and much appreciated by teenagers and young people, gained space in the big cities and has been presenting itself, in addition to a song, as a resistance discourse of subjects historically placed on the margins of society. That said, this work, which focuses on an educational context related to language in real life, as proposed by Applied Linguistics, sought to bring up the discussion the need for the school to contribute to the educational and critical-reflective formation of the student. In view of this, with regard to the context of the research, we emphasize that this was carried out in Portuguese Language classes and with students of a 9th grade class of Elementary School of a public school in Maceió. The choice for the class was due to the fact that the researcher works as a teacher in the referred institution and experiences firsthand the difficulties that the students present with regard to reading. Thus, as a research problem, we highlight the lack of criticality, difficulty in understanding some types of texts and the lack of pleasure in reading, which are present daily in the Portuguese language classes of the aforementioned group. Given the research problem that guides the work, the research objective corresponds to investigating the students' reading competence through song lyrics. Thus, the action research presented here sought to provide an experience of didactic intervention, and, for that, it was based on the following guiding questions: (1) How the study of Rap can contribute to sharpen the criticality of the 9th grade student ? (2) To what extent can Rap lyrics help in developing these students' reading comprehension? (3) What reading, comprehension and text analysis activities can be developed in order to awaken the pleasure, interest and instrumentality provided by the act and practice of reading? This is a qualitative research, in which an action research approach was adopted, whose basic procedure was to carry out a Didactic Sequence (SD), composed of listening to Rap songs, followed by reading, analysis and appreciation of letters, through activities aimed mainly at understanding and textual interpretation, as well as a taste for reading. In addition, we also used questionnaires as a data collection instrument. The theoretical foundation covered the study of Rap, its history, evolution and repercussion in the current scenario of Brazilian and Alagoas musical culture. Therefore, the theoretical premise is based on authors such as: Andrade (2000), Freire (2006), Loureiro (2016) and Souza (2011), in addition to scholars of reading theories, textual comprehension and text analysis practice. : Antunes (2013), Bortoni-Ricardo (2010), Cafiero (2005), Carletti (2007), Silveira (2015), Solé (2015) and Villardi (1997), among others. At the end of this investigation, it was possible to verify that Rap can be a significant pedagogical tool for Portuguese language classes, especially with regard to effective student participation in the learning process. Furthermore, although the research had some limitations, we noticed, through the debates held in the classroom, that the students were able to share opinions, beliefs and their worldview about Rap themes. In this sense, we also emphasize that the didactic sequence focused on working with Rap provided the student, as well as the teacher involved in the pedagogical work, with great contributions, whether with regard to working with language, or with regard to reflective training through through the social problems presented by the songs