A música no desenvolvimento de habilidades linguísticas em língua inglesa: uma proposta didática na perspectiva dos multiletramentos.

Abstract

This undergraduate thesis aims to present a didactic proposal for English Language teaching, based on the Pedagogy of Multiliteracies and the use of music as a pedagogical tool. The didactic sequence, built around the song “Anti-Hero” by Taylor Swift, is organized into three lessons designed to integrate the four language skills: listening, speaking, reading, and writing. The theoretical framework includes authors such as Cope and Kalantzis (2000, 2015), Rojo (2012), Libâneo (2008), and Nicolau (1997), highlighting music’s potential as a multimodal textual genre and as a resource for fostering student engagement and critical thinking. The proposal seeks to bring teaching closer to students’ realities, valuing their sociocultural repertoires and using elements that resonate with youth culture. The methodology adopted is qualitative and exploratory in nature, grounded in the author's experiences during PIBID and supervised teaching practice. The expected outcomes include increased student participation, greater connection with the content, and the construction of more meaningful, critical, and contextualized learning. This work aims to contribute to the discussion on innovative pedagogical practices and to the training of English language teachers who are responsive to the contemporary challenges of education.