This dissertation aims to analyze and problematize the way the students who are the
focus of the research read and construct meanings for the songs chosen and worked
in the classroom, observing the game between interdiscursivity and intertextuality,
under the theoretical apparatus of Discourse Analysis of Michel Pêcheux (1979) and
Fiorin's concepts of interdiscourse and intertext (2010). For this, we use critical collaborative action research, as we systematize and improve our practice as a
Portuguese language teacher, in order to intervene in the actions of our subjects and
in their teaching-learning process; as well as to meet the requirements of the Profletras
Program. The methodology of this research elaborates five sets of classes that open
space for the analysis of the speech in five pairs of pre-selected songs, whose classes
are recorded and transcribed to form the corpus of data analysis. In addition, we
prepared pedagogical material with epilinguistic activities for discursive analysis. In this
proposal, music is conceptualized as a textual genre, based on the assumption that it
is a multimodal textual genre, as, like any text, it has unique textual factors that only a
textual genre has, that is, fundamental characteristics that will act in the production of
its meaning, varying according to the medium in which it is produced and interpreted.
Thus, reading is paramount throughout the methodological path and encourages
students to read and reflect, this becoming visible in the enunciative scenes created in
the classroom, at the time of the research classes.
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