Leitura de rap no contexto escolar : uma proposta de multiletramentos

• Ano de defesa: 2018
• Autor(a) principal: Santana, Maria da Piedade Silva
• Orientador(a): Gomes, Carlos Magno Santos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação Profissional em Letras
• Palavras-chave em Português: Multiletramentos; Leitura interdisciplinar; Textos multimodais; Rap; Letramento; Leitura; Multimodalidade
• Palavras-chave em Inglês: Multiliteracies; Interdisciplinary reading; Multimodal texts
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: http://ri.ufs.br/jspui/handle/riufs/7919

In the age of network communication, texts have assumed multimodal and digital formats, in which several languages interact and project different meanings in the digital medium, requiring the transfiguration of the reader. Considering this connection dynamics and the horizon of expectations of the youngsters, we developed this research in a municipal school, located in the city of Lagarto-SE, where students are identified with Hip Hop Culture. In this context, we evolved an intervention practice to the 8th and 9th grade classes, from elementary school, aiming at the formation of the critical reader, based on the study of rap as a hybrid text, because within the new media space, the performance and the engaged discourse of this frontier genre give voice to peripheral identities. This practice comes from multiliteracies approach, discussed by R. Rojo (2012), and "screen reader", by R. Chartier (2002). In the second moment, we base the concepts of semiotic interpretation, taking into account the conception of subjective reading of A. Rouxel (2013a) and the cultural model of reading of C. Gomes (2014). Giving support to multimodal analysis, we will explore multiple meanings of performance, by Zumthor (2014). According to these theories, this didactic proposal was realized through three workshops: 1) Performative reading of rap, exploring its multimodalities and the identities brought by the text; 2) Reading of critical poetry, a study based on the intertextual perspective of the cultural model, to broaden the horizon of expectations of reader; and 3) Video production, valuing the subjectivity of the critical reader, the appropriation of aesthetic language issues and the manipulation of technological tools. After conclusion of this work, we understand that bringing the familiar universe of the students with the rap collaborated to the reception of poetry of the literary memory and stimulated the subjective reading. In addition, the recognition of the ideological places of the text has developed the critical perception of the reader, arousing sensitivity to the appreciation of diversity.