Music, language and discourse: the teaching of the english-culture language in a public school of Cametá/PA- Brasil

Abstract

In this study, our objective was to research about music as a discursive language
practice in English Language-Culture (ELC) classes in a public school in Cametá/PA, with the
intention of interpreting the use of this discursive materiality as an instrument of teaching
practice in English Language-Culture (ELC) classes by teachers in the urban area of Cametá-
PA in High School. To develop it, we carried out ethnographic research, a qualitative field
research at Escola Estadual do Ensino Médio Profa. Osvaldina Muniz, which, due to the
COVID 19 pandemic, had technological devices as a resource, so that interviews /
questionnaires were carried out online with students and with the English Language (LI)
teacher. Methodologically, in addition to oral and written narratives, the corpus of analysis was
also composed of official documents of Brazilian educational legislation, such as the National
Common Curricular Base (BNCC). Theoretically, we adhere to the theoretical-methodological
devices of Freirean Pedagogy and French Discourse Analysis. When interpreting the research
data and the speeches they mean, we observed that in most classes the English language is
developed in a traditional way, decorated and without motivation, and music as a language
practice appears as an extra complement.