O olhar das (os) estudantes do 8° ano do Ensino Fundamental acerca da representação da mulher nas músicas de brega-funk

Abstract

In this study, I sought to verify the perception of elementary school students about the representativeness of women in the brega-funk scene, a musical genre that is underestimated in the school environment, based on the analysis of a didactic intervention, where, in a conversation circle, the students analyzed a song of the genre and then shared their perceptions about the linguistic elements that represent the woman in the text, as well as the elements inherent to the means of production of the song. The analysis of the data contained in the students' answers took place from the perspective of genres (BAKHTIN, 2000) and (MARCUSCHI, 2008); from the perspective of teaching genres by (SCHENEUWLY; DOLZ, 1995); and in the light of Critical Discourse Analysis (FAIRCLOUGH, 2016). The addresses research the social construction of the female image based on HALL (2006). The linguistic-discursive analyzes start from the historicity of this style of song and its linguistic variety, the different effects of meaning motivated by the lexical choices, the verbalization strategies and its discursive effects, giving a focus to the critical analysis of the discourse. The general objective is to analyze the perception of students of the 8th year of Elementary Public School in Paulista City about the representation of women in brega-funk songs. The specific objectives are: 1. Tracing the historicity of brega-funk, considering previous musical styles; 2- Identify linguistic-discursive marks that show the representation of women in brega-funk lyrics; 3. Analyze the students' point of view about the representation of women from the perspective of critical discourse analysis. I adopted the inductive method of approach; comparative procedure method; research, from the point of view of its nature, is applied; from the point of view of the approach, it is qualitative; from the point of view of objectives, it is exploratory; from the point of view of procedures, it is field research (LAKATO; MARCONI, 2003). This study is relevant because it seeks not only to discuss the new spaces conquered by contemporary women in society, but also to add new perspectives to Portuguese language teaching, working with a gender excluded by the current elite education system.