English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Resumo Este artigo tem como objetivo apresentar um panorama sobre o lugar e o papel da cancao em livros didaticos de portugues como lingua adicional produzidos no Brasil a fim de compreender de que modo esse genero discursivo e abordado e com quais objetivos pedagogicos. Com base em Caretta (2007; 2011) e Coelho de Souza (2010), entendemos a cancao como um genero oral, secundario e sincretico, que requer competencias especificas para a construcao do(s) seu(s) sentido(s) (COSTA, 2002; COELHO DE SOUZA, 2015). Para isso, analisamos 16 livros-texto de 12 series publicadas entre 1991 e 2010 buscando verificar se ha ocorrencias de cancoes nas obras analisadas e se ha tarefas para aborda-las. Os resultados da analise evidenciam, por um lado, uma ampla representatividade de cancoes nos livros didaticos selecionados, visto que 75% das obras incluem textos desse genero. Entretanto, as tarefas referentes ao seu estudo, quando existentes, quase sempre tem como objetivo a leitura e a compreensao oral da letra da cancao desvinculada de seus usos sociais e de elementos da musica, sua outra linguagem constitutiva, para a construcao de sentidos, o que nos leva a conclusao de que a cancao e vista como um genero apenas verbal, ou seja, como letra de musica. Palavras-chave: Cancao como genero discursivo - Livros didaticos – Portugues como lingua adicional The place and role of Brazilian songs in Portuguese as an additional language textbooks Abstract This paper aims to present an overview of the place and role of songs in Portuguese as an Additional Language textbooks published in Brazil in order to analyse how texts of this genre are studied in these books and the pedagogical objectives underlying their study. Based on Caretta (2007; 2011) and Coelho de Souza (2010), songs are seen here as an oral, secondary, and syncretic speech genre, which require a set of particular competences for meaning-making (COSTA, 2002; COELHO DE SOUZA, 2015). For that, 16 textbooks belonging to 12 series published between 1991 and 2010 are analysed as a way to verify if songs are included in these books and whether there are activities to guide their study or not. The results show that there is a wide presence of songs in these textbooks as 75% of the books include texts of this genre. However, the activities present in these books tend to focus on reading and listening to the lyrics only with no reference to either the music or its social uses. These findings seem to lead to the conclusion that songs are not seen as a multimodal genre in the textbooks analysed but just as song lyrics. Keywords: Song as a speech genre - textbooks – Portuguese as an additional language

A canção brasileira nos livros didáticos de português como língua adicional