Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-11-06T21:09:53Z No. of bitstreams: 1 ManuellaQueirozDaSilva_DISSERT.pdf: 3438439 bytes, checksum: ea831553438a91b03d4fa9677e4112ed (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-11-20T23:07:16Z (GMT) No. of bitstreams: 1 ManuellaQueirozDaSilva_DISSERT.pdf: 3438439 bytes, checksum: ea831553438a91b03d4fa9677e4112ed (MD5) / Made available in DSpace on 2017-11-20T23:07:16Z (GMT). No. of bitstreams: 1 ManuellaQueirozDaSilva_DISSERT.pdf: 3438439 bytes, checksum: ea831553438a91b03d4fa9677e4112ed (MD5) Previous issue date: 2017-03-29 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / O presente trabalho, que envolve os alunos do 9? ano do Ensino Fundamental, prop?e uma busca do (re)conhecimento do sujeito social representado nas letras do funk que s?o utilizadas como instrumentos para a reflex?o no ambiente escolar. O estudo em quest?o tem como aporte te?rico Mikhail Bakhtin (2011), juntamente com as discuss?es que envolvem o conhecido C?rculo de Bakhtin. Partindo das leituras feitas e por meio das atividades constantes do prot?tipo de ensino, a discuss?o na turma, nas rodas de conversa, aborda o sujeito social encontrado nas letras das m?sicas do g?nero discursivo funk. Entendendo que a dialogicidade discursiva tamb?m se perfaz no ato da leitura, este estudo procura compreender o enunciado concreto, permeado pelo g?nero discursivo literomusical funk, na tentativa de (re)conhecer as vozes existentes, bem como de onde v?m essas vozes, que valores as representam e se elas se comunicam e se identificam com as vozes dos alunos envolvidos na pesquisa. O trabalho tamb?m toma por base as formula??es feitas por Rojo (2015) sobre prot?tipos de ensino, bem como estudos sobre a leitura em sala de aula, segundo Geraldi (1997). O produto dos estudos realizados originou um prot?tipo de ensino usando o g?nero funk. Nesse sentido, os alunos produziram textos que envolvem a reflex?o sobre o g?nero discursivo funk. Com isso, tomaram posi??o ativa frente ?s quest?es das letras de m?sica trabalhadas em sala de aula. Esta pesquisa procura contribuir para a forma??o de leitores cr?ticos e responsivos, capazes de usar a linguagem em qualquer situa??o comunicativa e, antes de tudo, cidad?os conscientes e minimamente proficientes na leitura. / In the search of the underlying message of the social subject represented on funk music lyriccs and their use as an analytical instrument whthin the academic environment, we have performed this study with students of the 9th Grade of Primary Education. The study takes into consideration the theoretical contribution of Mikhail Bakhtin (2011), and discussions that ensued within the Bakhtin Circle. Starting from a class reading of funk music lyrics, the participants extensively discussed the social subject found in this discursive genre through different teaching prototype activities. Considering that the discursive dialogue is also present in the act of reading, our goal is to understanding the core message embedded within the literomusical funk genre, in an attempt to identify the existing voices, as well as to understand where those voices come from, which values they represent and whether they communicate and relate to the voices of the study participants. Our work is also inspired by the studies conducted by Roxane Rojo (2015) through teaching prototypes recommended by her, and by studies concerning reading in the classroom by Geraldi (1997). As a result, we have established through this study a teaching prototype using the funk music genre as background. The students have written essays about the discursive genre funk in which they have actively positioned themselves about topics present in the lyrics analyzed in classroom. This study seeks to contribute to the formative process of minimally proficient readers, those capable of using language in any communicative format and, ultimately, to transform these readers in critical, responsive, and conscious citizens.