O samba em práticas socioeducativas do ensino de língua(gens): uma proposta para o ensino médio

Abstract

Considering the need to reflect on the teaching of language(s) in High School, aiming to promote educational practices that enable the development of linguistic skills while involving the students’ sociocultural and historical context, this work focuses on the teaching of language(s) through the application of the samba musical genre in High School Portuguese classes. Given this, the study is guided by the following research question: how can samba be incorporated into Portuguese language classes to promote linguistic, cultural, and social development, linked to the learning of reading/listening, linguistic/semiotic analysis, orality, and text production? To answer this question, the general objective proposed is: to undertake a sociocultural and historical literacy in High School Portuguese classes by promoting samba as a mediating object for the study of language(s), emphasizing the relevance of this musical genre as a representation of the Brazilian people’s identity. As for the methodology, this qualitative study initially adopts a bibliographic, documentary, and exploratory approach, followed by applied research conducted with a third-year High School class. In addition to reflections on the documents that guide Basic Education in Brazil (Brasil, 2000; 2006; 2018), the theoretical framework of this work is grounded in cultural and language studies (Rodrigues, 2009; 2014; 2016; 2018; Rodrigues e Silva, 2018; 2019; Vannucchi, 1999; Zumthor, 1993; 2010), to conceptualize samba as a national identity voice to be incorporated into Portuguese language classes. To address the characterization and historicity of samba, studies by Siqueira (2012), Neto (2017), and Lopes and Simas (2022) were used. Regarding the applicability of this musical genre in the teaching of language(s) for the development of sociocultural and historical literacy (Rodrigues, 2017a), the theoretical contributions of Marcuschi (2003; 2008; 2010) were essential. The research was conducted at Escola de Referência em Ensino Médio João XXIII, in Casinhas – PE, during the first semester of 2024, with third-year High School students. After an exploratory survey, an Educational Product was developed and applied, through a Teaching Plan and Student Module, tested with the research class in order to reflect on the teaching of language(s) through a popular national tradition text in Portuguese classes. The research is justified by the cultural and historical relevance that the samba genre represents and for offering students the perception that what is present in their daily lives can also be a subject of study at school. Furthermore, as it is loaded with meanings about Brazilian life and culture, samba in the classroom leads students to understand aspects of their country’s culture and national identity. Based on the data and analyses carried out, the research demonstrated that samba served as an effective instrument for the teaching of language(s), promoting not only the development of linguistic skills but also the critical engagement of students with Brazilian culture and history. The approach enabled meaningful learning by integrating practices of reading, listening, speaking, and writing through a musical genre that represents national identity. Thus, the goals were achieved, and the teacher-researcher came to understand educational practice as a powerful space for valuing students’ cultural knowledge. The experience showed that the teaching of language(s), when connected with music and national identity, fosters more meaningful, critical, and contextualized learning, reaffirming the school’s role in the cultural and civic formation of students.