Metáforas, implícitos e o lúdico em canções de empoderamento feminino : uma proposta de letramento crítico para o 9º ano

• Ano de defesa: 2020
• Autor(a) principal: Lima, Roberta Brito
• Orientador(a): Damaceno, Taysa Mércia dos Santos Souza
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação Profissional em Letras
• Palavras-chave em Português: Letramento; Metáforas; Música na educação; Músicas de mulheres; Conduta de mulheres; Implícitos; Letras de canção; Letramento crítico; Empoderamento feminino
• Palavras-chave em Inglês: Metaphors; Implicit meaning; Song lyrics; Critical literacy; Female empowerment
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: http://ri.ufs.br/jspui/handle/riufs/13622

This action research project is based on the improvement of teaching practices concerning the enhancement of critical literacy in the classroom, through qualitative factors on reading metaphors in song lyrics about female empowerment. The main objective of the project is to contribute to the training of Elementary and Middle School teachers focused on critical reading strategies, using song lyrics, as a discursive genre, about female empowerment. The research methodology presents the following steps: 1. The knowledge construction and the application of a pre-test, which aim to point out paths for the research; 2. application of Sequence of Activities (SA) entitled Metaforizando, which consists of: probing activity with shared reading of a song; and four other activities that involve critical reading of the metaphors and implicit meaning present in lyrics and other discursive genres about the aforementioned theme. From the data found in the pre-test, analyzes were made in the light of the theoretical support of the following authors: Fairclough [2001]/(2016), to contribute to interpretations of social practices through Critical Discourse Analysis, Rojo (2012) and Solé (1998), to discuss about critical reading and literacy, Beauvoir (1980) and Bourdieu (2011), to understand female empowerment and male domination, Lakoff and Jhonson (1980) and Gonçalves-Segundo (2018), to discuss conceptual metaphor, Tripp (2005), Denzin and Lincoln ( 2006) for guidance on the methodological procedures of action research among other theorists. The results obtained in the pre-test applied in 2018 showed a low critical reading proficiency level of eighth-grade students in relation to the metaphors used in the song of the pre-test. SA was also applied in 2019 and, from the data analyzed, it was possible to notice that the students sharpened their perception about the effects of meaning produced in the metaphors of the songs. We conclude that the SA application reached the goals proposed through the concrete actions executed by the nineth-grade students in the school community : the EmpoderAÇÃO, a citizen intervention that can be replicated by others teachers in their schools. Thus, it is expected to contribute to changes in the students’ social context, regarding the effective equality between genders, with practices that promote greater empowerment of female figures.