A música popular brasileira como instrumento para a ampliação lexical de estudantes do 9º ano do Ensino Fundamental: Proposta didática de um e-book interativo

Abstract

This study is result of the development of the project "Brazilian popular music as an instrument for the lexical expansion of students from the 9th grade of Elementary School: an interactive e-book draft". This project was built as a proposal for intervention with students of basic education for a prototype creation of an interactive e-book, aiming the lexical collection and knowledge expansion about the semantic-lexical aspect variation related to the synonymy/ parasynonym. What it was intended with this study was to demonstrate that music can be used in the classroom as more beneficial and pleasant form, getting beyond of the excuse for grammar or language figures study, among others objectives. As part of the process, we sought to reflect with the students about the relationship between the lexical choices and the socio-historicallinguistic- cultural contexts in which the speech is inserted, as the Brazilian music lyrics report a vast and diversified lexical directory. For this purpose, the study was theoretically based on the approaches: of Lexical, Lexicology and Lexicography brought by Barbosa (1998, 2000, 2001), Biderman (1984, 2001), Dias (2004); of Brazilian music history, overarching different styles such as Rock, Samba, Bossa Nova, Brazilian Popular Music, among others, and its application on education, getting references like Diniz and Cunha (2014), Bryan and Villari (2014), Severiano (2013) and Padovan Jr (2015); and about multisemiotic, which is found in the aimed product, by Rojo; Moura (2012), Marcuschi; Xavier (2010) and Reis; Rozados (2016). The thematic is so extensive that, as far as Portuguese language teaching is concerned, in addition to theoretical foundations, the work was based on the Brazilian Curricular Parameters (1998) precepts regarding lexical teaching/ learning and reflection on the outstanding semantic-lexical variation of our language. The lexical items included in the lyrics of the songs, which are unintelligible to the students in many times, they offer a lexical enlargement and a reflection about so wealth our language is. The accomplishment of a crossword, the creation of parodies and e-book were ways by which we could perceive that Brazilian music really represents an open field of possibilities to work Portuguese Language regarding the lexical aspect in the music lyrics. Therefore, we concluded that the lexicon teaching which is enabled by the use of Brazilian music is viable and can be a constant in school.