INTERTEXTUAL GENRES: SONG LYRICS AND CORDEL: THE APPLICATION OF A DIDACTIC SEQUENCE IN THE TEACHING AND LEARNING PROCESS THROUGH PIBID

Abstract

Language manifests itself through different forms of social interaction, taking shape in discursive genres that respond to distinct communicative situations and enable subjects to construct meaning. In this context, working with song lyrics and cordel literature can foster reading and textual production practices based on dialogue between different manifestations of language and popular culture. From this perspective, this study seeks to answer the following question: how can the implementation of a didactic sequence involving the genres song lyrics and cordel contribute to the development of critical readers in Portuguese language classes? The objective is to analyze the contributions of the intertextual work between the two genres to the development of students’ reading, interpretation, and textual production skills. The theoretical framework is based on  Marcuschi (2008), Bakhtin (2010), Bezerra (2017),  and Koch, Bentes and Cavalcante (2008), among other scholars. Methodologically, the study is characterized as action research with a qualitative approach, developed through an adaptation of the didactic sequence proposed by Dolz, Noverraz and Schneuwly (2004). The proposal was developed within the scope of the Institutional Program for Teaching Initiation Scholarships (PIBID/CAPES), in partnership with the State University of Alagoas (UNEAL) and a basic education school. The relevance of this study lies in the possibility of articulating different textual genres through a pedagogical practice that values intertextuality, popular culture, and students’ participation in the process of meaning construction.