FRANÇA, J. O.; http://lattes.cnpq.br/9220930526706528; FRANÇA, Janicleide de Oliveira
Resumen:
Children's songs are composed by simple melodies and words, full of meaning that appeal to
childhood imagination and arouse the curiosity towards the world of fantasy. This paper aims
to analyze the song A história que dormiu, by Naldinho Braga, as a valid reading proposal for
students aged 12 to 15. Following this directive, we understand the basic concepts of
semiotic theory; then, we select and elaborate on the analysis corpus; later, based on the levels
of the Meaning Generative Path of greimasian semiotics, we propose a reading methodology
in three moments: the first, the second and the third. We opted for a bibliographic-analytic
research, as we collected bibliographical data in books, magazines, papers, thesis and
independent researches that relate directly to the semiotic studies of Greimas's line of
research; moreover, the study of the child's song, since, based on the basic theories, we
develop a quantitative analysis of this discourse kind's lyrics. The research universe was
composed of twelve (12) child's song read and listened that are on the album entitled Meu
Quintal: Roda Gigante, organized and produced by Nara Limeira and Naldinho Braga. From
this universe, we selected the song A história que dormiu inspired by the homonym tale by
Norma Alves. The song is about a Mouse that causes a series of metaphorical actions in
search of its objective. Among the instruments of research, we used annotations and reports,
that helped achieve a better understanding of the addressed theory and also on the elaboration
of the syntheses that were fundamental to write the text. Aiming to develop an analysis, we
also made a previous planning, that can be perceived on the systematization of the view on the
song lyrics. Furthermore, to build a text that could present the author of the research's
corpus's song, we created an interview that was recorded on a mobile phone and then
transcribed. The analysis categories were the programs, the paths and the relation of junction
and disjunction of the subjects on the first level of reading; the actorialization, spatialization
and temporalization, the figures and themes on the intermediary level of reading; and the
tensions and values on the third level of reading. As a result, we achieved a proposal that can
be applied to elementary education, with some adaptations. From the analysis, we recognize
the existence of elements that characterize the childhood universe, as we can see with the
redimensioning of the mouse character, socially seen in a derogatory way but that gains a
positive identity on the song, but also of values from the adult universe like the rupture of
values that oppress the subject.
