Dialogical Educational Practices with Multisemiotic Analysis of denunciation songs

Detalhes bibliográficos
Autor(a) principal: Baron, Roberto
Data de Publicação: 2023
Outros Autores: Baltar, Marcos Antonio Rocha, Fraga, Camila Farias
Tipo de documento: Artigo
Idioma: eng
por
Título da fonte: Fórum Linguístico
Texto Completo: https://periodicos.ufsc.br/index.php/forum/article/view/83687
Resumo: ABSTRACT: Denunciation songs, as a discursive genre, manifestations of living language, with complete and complex statements, impregnated with ideologies and social memories, mobilize multisemiotic, intergeneric, multicultural and chronotopic discursive interactions in dialogic educational practices of language teaching and learning. These practices allow a consensual negotiation between teachers and learners in the choice of local and global songs and themes of value for language teaching and learning. They aim at forming students with autonomy, critical thinking, historically constituted reading of the world, stimulating the valuing of hope, tolerance, promoting ethics and aesthetic sensitivity. In this study, using the tetragram of multisemiotic analysis of the song, we analyze “Um Índio” by Caetano Veloso, as a global song, and “Sepé Tiaraju” by Marcos Baltar, as a local song, having as a generating theme the denunciation of historical violence against Brazilian native peoples.
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spelling Dialogical Educational Practices with Multisemiotic Analysis of denunciation songsPrácticas educativas dialógicas con análisis multisemiótico de canciones de denuncia Práticas educativas dialógicas com análise multissemiótica de canções de denúnciaABSTRACT: Denunciation songs, as a discursive genre, manifestations of living language, with complete and complex statements, impregnated with ideologies and social memories, mobilize multisemiotic, intergeneric, multicultural and chronotopic discursive interactions in dialogic educational practices of language teaching and learning. These practices allow a consensual negotiation between teachers and learners in the choice of local and global songs and themes of value for language teaching and learning. They aim at forming students with autonomy, critical thinking, historically constituted reading of the world, stimulating the valuing of hope, tolerance, promoting ethics and aesthetic sensitivity. In this study, using the tetragram of multisemiotic analysis of the song, we analyze “Um Índio” by Caetano Veloso, as a global song, and “Sepé Tiaraju” by Marcos Baltar, as a local song, having as a generating theme the denunciation of historical violence against Brazilian native peoples.RESUMEN: Las canciones de denuncia, como género discursivo, manifestaciones del lenguaje vivo, con enunciados completos y complejos, impregnados de ideologías y memorias sociales, movilizan interacciones discursivas multisemióticas, intergenéricas, multiculturales y cronotópicas en las prácticas educativas dialógicas de enseñanza y aprendizaje de lenguas. Estas prácticas permiten una negociación consensuada entre profesores y alumnos en la elección de canciones locales y globales y temas de valor para la enseñanza y el aprendizaje de idiomas. Tienen como objetivo la formación de alumnos con autonomía, pensamiento crítico, lectura del mundo históricamente constituida, estimular la valoración de la esperanza, la tolerancia, promover la ética y la sensibilidad estética. En este estudio, utilizando el tetragrama de análisis multisemiótico de la canción, analizamos “Um Índio” de Caetano Veloso, como canción global y “Sepé Tiaraju” de Marcos Baltar, como canción local, teniendo como tema generador la denuncia de la violencia histórica contra los pueblos originarios brasileños.As canções de denúncia, como gênero de discurso, manifestações da linguagem viva, com enunciados completos e complexos, imbuídos de ideologias e memórias sociais, mobilizam interações discursivas multissemióticas, intergenéricas, multiculturais e cronotópicas, nas práticas educativas dialógicas de ensino e aprendizagem de línguas. Estas práticas possibilitam negociação consensual, entre professores e estudantes, na escolha de canções e temas valorativos, locais e globais, para o ensino e aprendizagem de línguas. Visam  à formação de estudantes com autonomia, pensamento crítico, leitura de mundo historicamente constituída, estimulam a valorização da esperança, da tolerância, promovem a ética e a sensibilidade estética. Neste estudo, utilizando o tetragrama de análise multissemiótica da canção, analisamos “Um Índio” de Caetano Veloso, como canção global e “Sepé Tiaraju” de Marcos Baltar, como canção local, tendo como tema gerador a denúncia da violência histórica contra os povos originários brasileiros.Programa de Pós-Graduação em Linguística - UFSC2023-01-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionavaliado por paresapplication/pdfapplication/pdfhttps://periodicos.ufsc.br/index.php/forum/article/view/8368710.5007/1984-8412.2022.e83687Fórum Linguístico; Vol. 19 No. 4 (2022); 8571-8585Fórum Linguístico; Vol. 19 Núm. 4 (2022); 8571-8585Fórum Linguístico; v. 19 n. 4 (2022); 8571-85851984-84121415-8698reponame:Fórum Linguísticoinstname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCengporhttps://periodicos.ufsc.br/index.php/forum/article/view/83687/52422https://periodicos.ufsc.br/index.php/forum/article/view/83687/52423http://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessBaron, RobertoBaltar, Marcos Antonio Rocha Fraga, Camila Farias2023-01-30T12:53:37Zoai:periodicos.ufsc.br:article/83687Revistahttps://periodicos.ufsc.br/index.php/forum/indexPUBhttps://periodicos.ufsc.br/index.php/forum/oaiportaldeperiodicos.bu@contato.ufsc.br || atilio.butturi@ufsc.br1984-84121984-8412opendoar:2023-01-30T12:53:37Fórum Linguístico - Universidade Federal de Santa Catarina (UFSC)false
dc.title.none.fl_str_mv Dialogical Educational Practices with Multisemiotic Analysis of denunciation songs
Prácticas educativas dialógicas con análisis multisemiótico de canciones de denuncia
Práticas educativas dialógicas com análise multissemiótica de canções de denúncia
title Dialogical Educational Practices with Multisemiotic Analysis of denunciation songs
spellingShingle Dialogical Educational Practices with Multisemiotic Analysis of denunciation songs
Baron, Roberto
title_short Dialogical Educational Practices with Multisemiotic Analysis of denunciation songs
title_full Dialogical Educational Practices with Multisemiotic Analysis of denunciation songs
title_fullStr Dialogical Educational Practices with Multisemiotic Analysis of denunciation songs
title_full_unstemmed Dialogical Educational Practices with Multisemiotic Analysis of denunciation songs
title_sort Dialogical Educational Practices with Multisemiotic Analysis of denunciation songs
author Baron, Roberto
author_facet Baron, Roberto
Baltar, Marcos Antonio Rocha
Fraga, Camila Farias
author_role author
author2 Baltar, Marcos Antonio Rocha
Fraga, Camila Farias
author2_role author
author
dc.contributor.author.fl_str_mv Baron, Roberto
Baltar, Marcos Antonio Rocha
Fraga, Camila Farias
description ABSTRACT: Denunciation songs, as a discursive genre, manifestations of living language, with complete and complex statements, impregnated with ideologies and social memories, mobilize multisemiotic, intergeneric, multicultural and chronotopic discursive interactions in dialogic educational practices of language teaching and learning. These practices allow a consensual negotiation between teachers and learners in the choice of local and global songs and themes of value for language teaching and learning. They aim at forming students with autonomy, critical thinking, historically constituted reading of the world, stimulating the valuing of hope, tolerance, promoting ethics and aesthetic sensitivity. In this study, using the tetragram of multisemiotic analysis of the song, we analyze “Um Índio” by Caetano Veloso, as a global song, and “Sepé Tiaraju” by Marcos Baltar, as a local song, having as a generating theme the denunciation of historical violence against Brazilian native peoples.
publishDate 2023
dc.date.none.fl_str_mv 2023-01-30
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
avaliado por pares
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufsc.br/index.php/forum/article/view/83687
10.5007/1984-8412.2022.e83687
url https://periodicos.ufsc.br/index.php/forum/article/view/83687
identifier_str_mv 10.5007/1984-8412.2022.e83687
dc.language.iso.fl_str_mv eng
por
language eng
por
dc.relation.none.fl_str_mv https://periodicos.ufsc.br/index.php/forum/article/view/83687/52422
https://periodicos.ufsc.br/index.php/forum/article/view/83687/52423
dc.rights.driver.fl_str_mv http://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by-nc-nd/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Programa de Pós-Graduação em Linguística - UFSC
publisher.none.fl_str_mv Programa de Pós-Graduação em Linguística - UFSC
dc.source.none.fl_str_mv Fórum Linguístico; Vol. 19 No. 4 (2022); 8571-8585
Fórum Linguístico; Vol. 19 Núm. 4 (2022); 8571-8585
Fórum Linguístico; v. 19 n. 4 (2022); 8571-8585
1984-8412
1415-8698
reponame:Fórum Linguístico
instname:Universidade Federal de Santa Catarina (UFSC)
instacron:UFSC
instname_str Universidade Federal de Santa Catarina (UFSC)
instacron_str UFSC
institution UFSC
reponame_str Fórum Linguístico
collection Fórum Linguístico
repository.name.fl_str_mv Fórum Linguístico - Universidade Federal de Santa Catarina (UFSC)
repository.mail.fl_str_mv portaldeperiodicos.bu@contato.ufsc.br || atilio.butturi@ufsc.br
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