Variação linguística na perspectiva dos contínuos de urbanização, oralidade-letramento e monitoração estilística mediada pelo gênero Letra de RAP

Abstract

The teaching of mother language, for the majority of Brazilian Portuguese speakers (hereinafter BP), traditionally, is solely associated with the study of the standard norm as the language model. As a result, there is a gap between what the language actually is (a variable system) and the institutionalized teaching of the mother language in schools, which emphasizes the almost exclusive transmission of rules from Traditional Grammar, to the detriment of the student's communicative competence. Given the importance of reflecting on the teaching of native language, this research aimed to develop a proposal for studying linguistic variation mediated by the textual/discursive genre of rap lyrics, considering the perspectives of continuums of urbanization, orality-literacy, and stylistic monitoring, based on Bortoni-Ricardo's (2004) studies, whose proposal is to systematize the study of BP variation along three imaginary lines. Also included in this theoretical framework, perspectives from Bagno (2001; 2007), Labov (2008), Antunes (2003; 2007), Alkmim (2012), Calvet (2002), Preti (2000), Valadares (2014), Alves (2004), Travaglia (2009), Marcuschi (2008; 2010), Bakhtin (1997), Geraldi (1996), Faraco (2008); Bethune (2003), Duarte (1999), Souza (2011), Andrade (1999), Camargos (2015), Jovino (1999), and Hill (2014). This is a propositional research stemming from studies developed by Profletras and has a descriptive nature with a qualitative approach, based on Gil (2002). As a methodological procedure, we followed the Didactic Sequence for reading and writing of discursive genres by Lopes-Rossi (2006), which supports the activities of the pedagogical guide in which a discursive and sociolinguistic study of five rap lyrics was carried out, composed by rappers from different regions of the country. They are: Barbie Black (Mc Soffia); Ketu (Bixarte); É doce mais não é mole (RAPadura); ¼ de fúria (Filosofino); and Deixe-me ir (Xamã). This research was conceived in response to the need of a practice focused on teaching linguistic variation to 9th-grade classes in Elementary School, considering the lack of application of this theory in some teaching materials for this segment. Therefore, through the pedagogical guide, we aimed to present a proposal for studying the analysis of BP variants present in rap lyrics without limiting ourselves to the dichotomized study of right/wrong; formal/informal; appropriate/inappropriate; oral/written, practices still very present in the teaching of the mother language. Finally, the elaboration of this pedagogical practice constituted an action that could minimize the monolingualism approach in the school, in a way that students can understand, through the activities, that there are no rigid limits between language uses, but an overlap of speech and norms in the form of continuums.

Keywords: Teaching. Linguistic variation. Continuums. Genre. Rap.