O jogo rimático no rap: uma proposta de letramento literário pelo viés das rimas multissilábicas nos anos finais do ensino fundamental II.

Abstract

This qualitative research, within the scope of Literature Teaching, is articulated in the sphere of the Professional Master's Degree in Letters at the Federal University of Juiz de Fora (PROFLETRAS/UFJF) and was conceived to be carried out in a municipal public school in a city in Brazil, interior of Minas Gerais. For this research, specifically, we worked with a proposal, within the universe of lyrics of music in the Rap genre, aimed at classes from the final years of Elementary School II, with the aim of trying to promote literary literacy through this cultural manifestation. The group in question, despite being inserted in a location where Rap is pulsating, did not demonstrate harmony in validating what they trivially heard of this genre and the local production in their neighborhood. Based on these findings, we formulated the following research question: how would it be possible to carry out an interventional activity with the selected target audience in order to provide an approximation between these two perceptions of students? From this question, another one unfolded: by which bias would we approach this genre of song, in order to enable, in addition to increasing the quantitative repertoire, also an expansion of the repertoire in the Iserian sense of the term (ISER, 2012)? And finally, from the choice of the rhymes category, how to provide a teaching-learning experience focused on promoting literary literacy in the Rap genre through the rhymes bias? Therefore, we seek to structure a propositional activity based on rhymes, more precisely on multisyllabic rhymes, with the purpose of promoting the literary literacy of students in this field, because, in addition to these types of rhymes being a structuring aspect of the genre, they can also be interesting as a way of introducing more systematic studies of rhyme, as they establish principles of toante and resounding rhymes. As for the research methodology, we adopted aspects of action research. Regarding the theoretical foundation, we work with the concepts of literary literacy (COSSON and PAULINO); literary polysystem and canon (EVENZOHAR); repertoire (ISER); rhymes (CANDIDO; BANDEIRA); multisyllabic rhymes (DANIEL GARNET); schooling of literature (SOARES) and multiliteracies (ROXANE ROJO).