MAPEAMENTO ESTÉTICO COM CANÇÕES DE TAYLOR SWIFT: UM CAMINHO PARA A INTERDISCIPLINARIDADE NA PRÁTICA DE LEITURA LITERÁRIA

Abstract

The present work aims to investigate how the construction of meaning occurs through the interaction (reading and listening) of songs (lyrics and melody). To this end, we used the Mapping of Aesthetic Experience (MAPEE, in portuguese) methodology, a methodology defined by Santos and Costa (2020) based on the articulation elaborated by Santos (2007; 2009) between the Aesthetic Effect Theory, by Wolfgang Iser and the Historical Theory-Cultural, by L. S. Vygotsky. We selected three Taylor Swift songs as corpus, namely Cardigan, August and Betty (2020). The comparison between the mappings brought to light evidence that the process of identifying Iser's concepts in the aesthetic experience of the author of this work takes two intersecting paths: while the lyrics are interpreted, there is constant intercurrence and perception of the interpretation (voice) of the singer and the change of instrumentals, which configures different layers in the mappings, which can be analyzed both in an interconnected and joint way, as was done in this work, and also individually, if only the lyrics (poetry) were considered for attribution of sense. It was also possible to infer that using music in the classroom can facilitate interdisciplinary work with the teaching of literary reading at various levels: text comprehension, musical sensitivity, development of a taste for singing and instrumental music and, in this case, how the Songs were international in scope: exchange with other languages and cultures. Therefore, the analysis of these songs through the Aesthetic Experience Mapping methodology established a new layer of awareness in reading lyrics (poetry) and listening to them sung. Thus, paying attention to the student's interaction with the music and verifying that the events described in the Iserian theory articulated with the Vygotskian theory also occur in the listener's mind seems to be an important way of accessing the metacognitive procedures for constructing meaning in the audience of songs, and can function as a route to access literary reading from other media.