Explorando o musical moulin rouge no ensino e aprendizagem de língua inglesa

Abstract

This paper aims to propose, make use, analyze and reflect on a methodological approach to literature, more specifically exploring the musical genre, as na auxiliary resource in the English as foreign language classroom, based on studies in the areas of applied linguistics to foreign language teaching and literary and cultural studies. For doing so, a four-part path is traced, starting with a theoretical review of contextual explanatory questions about PCNs and about the interfaces between literature, language teaching and culture, based on studies by Brandão (1999); Collie and Slater (1987); Lazar (1993) and Ramalho and Nascimento (2015). I also approach studies on critical literacies based on Janks (2013), and transculturality through studies about Kramsh (2000) and Tavares (2006); notions underlying this proposal. Then, I analyze the selected musical, Moulin Rouge (2001), based on the profile definition of the group of learners in which the proposal was applied - a group of five students who likes to talk about various topics, but which presents difficulty in identifying and producing different types of texts – to describe the preparation and use, through recorded observation, of a didactic activity based on the focused interface. In conclusion, I reflect critically on the experience, which resulted in a very rich and surprising lesson, and I point some topics to future practice and research.