Literacy and Literacies Multiple : some thoughts on the lyrics in the words of students

Abstract

ABSTRACT: The purpose of this article is to present pedagogical practices from the perspective of discourse and, from the perspective of literacy, approach the way in which the specific discourse genre of song is represented; thereby emphasize aspects of the lyrics of music that have repercussions with respect to the education of students, as well as the importance of developing an ethical consciousness integrated within the targeted multiliteracies and educational objectives of the school. In this way, references to the study of critical education and Critical Discourse Analysis, properly defined, speak of knowledge intertwined with both education and discourse and give a glimpse of understanding proposals for education built into practical teaching exercises from the starting point of the interaction between students and the discourse genre of song. After a brief theoretical study, an analysis of the data will be presented, in which the lyrics of the music were chosen by the children and those who were being tested. The patterns that permeate speech, the way that students think, and how they reflect on the lyrics of songs are the main points addressed. Moreover, these discourse structures are correlated with the theories considered. More than just starting a debate about the critical positioning of students, this study has the goal of producing positive reflections on ideas and spontaneous learning through the interactive use of music as well as the student and how he understands the world with which he interacts.

Keywords: Pedagogical Practices, Discourse Genre of Song, Multiliteracies, Critical Discourse Analysis.