Resistance song: reflections for teaching-learning Portuguese language in high school

Abstract

This article presents reflections arising from the legacy that Paulo Freire left us and from discursive studies in Applied Linguistics, on which we based ourselves to develop an educational practice aimed at a 1st year high school class. The theoretical framework on which we base ourselves, both for our reflections and for the elaboration of our educational practice, has as its main references the critical pedagogy of FREIRE (1987 and 1992), the enunciativist studies of BAKHTIN (1997), the Critical Analysis of Gender (ACD) and the work carried out by the Song Study Group (GECAN), as a multisemiotic discursive genre. The proposal for educational practice in the classroom followed the methodological principles of action research: problematization, action, reflection, action, transformation. For this we used six songs, which we call resistance songs. Regarding the results, in this article we only present a partial result, since our study has not yet been completed.