O rap como proposta mediadora para a leitura em sala de aula no contexto da educação em direitos humanos

Abstract

Approaching reading from a discursive perspective means situating it within a field of great social relevance, as it is essential for interpreting the available discourses in contemporary society. This research was conducted at Escola Pedro Anísio, located in the neighborhood of Mandacaru, in João Pessoa, Paraíba. Through interaction with students throughout teaching practice, it was possible to realize how much rap songs that are frequently listened to by students represent a valuable resource, as they express concerns and experiences connected to the daily lives of vunerable communities. Besides that, working with this theme gives the opportunity to break the still recorrent prejudice against this musical genre. Based on this motivation, this study proposed the following research question: How can Portuguese language teachers work with reading through rap lyrics, encouraging students to problematize the contemporary discourses found in these songs? Addressing this question requires understanding rap lyrics as discourses that promote reflection on social issues linked to human rights education. Therefore, the general objective was to reflect on the use of rap lyrics as a mediating proposal for the development of reading in the classroom within the framework of human rights education. The methodology followed a qualitative and applied approach, characterized as an action research. For that, we used instruments such as interviews and the

implementation of a didactic project carried out in the second semester of 2024 with second- year high school students from the aforementioned school. The theoretical foundation is based

primarily on contributions from Discourse Analysis inspired by Pêcheux (1969; 1975; 1983; 1984 and others), and extended through the studies of Orlandi (2005; 2012; 2020), Maldidier (2017), Indursky (2009) and Courtine (2016), still it was introduced the results presented in works of Foucault (1969, 1971, 1979, 1995); Bakhtin (1979); Piovezani, Curcino, Sargentini (2024), Lacan (1998), and other readings that contributed to the reflections proposed. Besides the teorical approach in the discourse area, the study integrates the reading experience of rap and human rights education, drawing from authors such as Kleiman (2005), Soares (2009), Sibilia (2012), Rojo (2009), Fernandes (2022), and Freire (1987; 1992); using additional sources included audiovisual materials, social media content, and the Flagrarap website, along with theoretical contributions by Candau (2007) and Nader (2007). After the research conclusion, we stated that the developed activities throughout the didatic project contributed to increased the students’ interest in reading rap lyrics critically, such as songs by Racionais, as well as contemporary rappers like Filipe Ret, Hungria, and Ébone, relating them to their experiencies on society. This provided meaningful experiences and contributing to the development of practical reading skills, allowing a better understanding of the text as a discursive element that must be interpreted beyond the surface level. The Workbook also is a very positive result, that will be shared with field-school and academic places, may serving as an isnpiration for future didatic practices.