Brazilian Songs as a Didactic Resource for Teaching the Phenomenon of Linguistic Variation in Basic Education

Abstract

The aim of this article is to propose the incorporation of Brazilian songs as a didactic resource to promote the teaching of linguistic variation and perception of phonetic-phonological variation in basic education, specifically in high school. To achieve this objective, we conducted documentary research, as guided by Gil (2002). Selecting records of Brazilian songs as a documentary source, accessible online, we prioritized singers/speakers from different regions of the country, such as Luiz Gonzaga, Emicida, Luiza Sonza, Pabllo Vittar, Anitta, Dona Onete, and Gilberto Gil, representing a diverse range of genres, from forró/baião to rap, funk, carimbó to MPB, ensuring regional representativeness of speakers in the five selected songs. For data analysis, we relied on educational sociolinguistic studies, following Bortoni-Ricardo's (2004) guidance, and studies of allophones (phoneme variation), as per Pedrosa and Da Hora (2007). Although there are limitations in documentary research, such as the lack of a survey on the national, regional, and local musical preferences of basic education students, we chose, based on diversity and possibilities of focus, speakers/singers/songs that, in a way, are part of the students/listeners' universe or provide them with new (re)knowledge. We emphasize practical immersion in linguistic diversity, alignment with the BNCC guidelines, stimulation of phonetic-phonological perception, and the creation of a representative educational environment. The research suggests that Brazilian songs in their diversity, interpreted by speakers/musical interpreters from various regions of the country, can constitute productive pedagogical tools for teaching linguistic variation in high school, highlighting a multiplicity of sociolinguistic phenomena.