Alessandra Santos e Silva, Jonathas de Paula Chaguri

Educar cantando

Introduction

Educar cantando. Resultados de intervenção pedagógica inovadora com cantigas populares como gênero discursivo em aulas de Língua Portuguesa, 5º ano. Alunos criaram suas próprias canções.

Abstract

O objetivo deste artigo é divulgar o resultado de uma intervenção didático-pedagógica com cantigas populares enquanto gênero discursivo no 5º ano nas aulas de língua portuguesa. O pressuposto teórico pauta-se pelo Círculo de Bakhtin com relação ao estudo do gênero discursivo. O processo interventivo ocorreu em uma escola municipal de Limoeiro, Agreste Setentrional, estado de Pernambuco com 28 alunos. Trata-se de uma pesquisa-ação de cunho descritivo e explicativo. A coleta de dados ocorreu por meio de 28 aulas de Língua Portuguesa com um conjunto de atividades organizada de forma sequenciada pelos autores. Como resultado final, o processo interventivo resultou na produção de cantigas populares com os alunos.

Review

The article "Educar cantando" presents the results of a didactic-pedagogical intervention centered on popular songs as a discursive genre within 5th-grade Portuguese language classes. Anchored in the theoretical perspective of the Bakhtin Circle regarding discursive genres, the study explores an engaging and potentially effective method for language education. The choice of popular songs as a pedagogical tool is particularly noteworthy, offering a culturally rich and accessible medium for students to interact with language, making the topic inherently relevant to both applied linguistics and educational practice. The research design is framed as action research, described as both descriptive and explanatory, a suitable approach for investigating and documenting the impact of an educational intervention in a real-world setting. The study involved 28 students from a municipal school in Limoeiro, Pernambuco, providing a clear context for the implementation. The intervention itself was quite substantial, spanning 28 Portuguese language classes, during which a sequence of activities designed by the authors was carried out. While the abstract provides a good overview of the scale and setting, a comprehensive understanding of the intervention's specifics—such as the nature of the activities and how they precisely operationalized Bakhtinian concepts—would be essential for evaluating its design and potential for replication. The core finding of the intervention was the successful production of popular songs by the participating students. This outcome strongly suggests the efficacy of the didactic approach and the potential for integrating creative, culturally relevant elements into language instruction to foster active learning and linguistic output. This result is a positive indicator of the intervention's success in achieving its objective. To fully appreciate the implications, the complete article should elaborate on the qualitative aspects of these student productions, provide examples, and discuss the observed linguistic and creative development in detail, further connecting these practical outcomes to the theoretical framework of the Bakhtin Circle.

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