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The concern in forming competent and autonomous individuals, capable of acting in different fields and occupying different positions in front of the current discourses in society, has contributed to the emergence of research aimed at teaching that privileges literacy practices. Based on these considerations, this article aims to discuss the concept of literacy in relation to social practices, reflecting on the possibilities of literomusical literacy at school. To this end, we propose the analysis of the corpus constituted from the activities on the song as discursive genre presented by the textbook collection of elementary school, Português: Linguagens, approved by PNLD/2017 and endorsed by the Pinheiros city educational network. In general, the reflection is based on the concepts of literacy (SOARES, 2000 [1998]), multiple literacy (ROJO, 2009), literomusical literacy (COELHO DE SOUZA, 2014; 2015). In turn, the analysis of the textbook and the didatized songs is based on the dialogical perspective of language (VOLOCHINOV, 2017 [1929]) and the conception of genres of discourse (BAKHTIN, 2016 [1952-1953]). The results achieved indicate that song as a teaching object in the textbook does not favor literomusical literacy, as it neglects musical language and social practices involving the song genre, limiting the song to a traditional school task.

A CANÇÃO NO LIVRO DIDÁTICO DE PORTUGUÊS: UMA DISCUSSÃO BASEADA NO LETRAMENTO LITEROMUSICAL