Paródia e gênero no Ensino Fundamental II: discutindo imagens da mulher a partir da retextualização de letras de Funk.

Abstract

Our research had as main focus to propose the reformulation of the sexist speeches present in some lyrics of funk music from the production of a textual/discursive genre of parody. And, in this way, contribute both to the formation of the student as a critical subject before the several speeches present in the texts as well as for the development of the linguistic and discursive skills necessary for a proficient act of reading and writing. The deconstruction and reformulation of the sexist discourses present in the songs analyzed by the students was performed through retextualization activities (MARCUSCHI, 2008; DELL’ISOLA, 2007; MATENCIO, 2002; 2003). The research undertaken was based mainly on the dialogical perspective of BAKHTIN (2000), which addresses the statements as real situations of language use, materialized in the relatively stable types of statements. We also took as theoretical basis the contributions on the subject-reader, in a socio-interactionist bias of discourse (ANTUNES, 2003; KOCH E ELIAS, 2011; 2014); studies on literacy (KLEIMAN, 2000; 2006; ROJO, 2012) and studies of gender relations (LOURO, 2013; 2014; SAFFIOTI, 2015; LAKOFF, 2010) This work presents the contextualization, development and final product of a Portuguese Language intervention project, starting from an experience carried out in a municipal public school, with the students of the 9th year of Elementary School, in São Domingos - PB. The application of the reading and debate's workshops resulted in the production of a book that brings activities that integrate the gender thematics to the work with the speech and the funk music in the Portuguese Language class. KEYWORDS: Parody; Retextualization; Gender; Funk; Speech.