Voices Plus Rogério Tilio (organizador) Richmond Página 1 voices plus 3 rogério tilio



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. Accessed on February 2, 2016.

a A concept album is one in which each song contributes to an overall story that is told along this album. What is the story in The Wall? When does it take place?

The story is about the character Pink and it takes place in the period after World War II. Professor/a, é interessante chamar a atenção dos/as estudantes para a época histórica em que se passa a narrativa — pós-guerra, nos anos da Guerra Fria, período em que a educação formal era uma das principais estratégias de doutrinação e vigilância ideológica.

b What is the metaphorical meaning of “wall” in the album?



“Abandonment”, “personal isolation”.

Listening

4 5 Now listen to the song “Another Brick in the Wall — Part 2” and choose the correct alternative to complete the lyrics.

Another Brick in the Wall – Part 2

Written by Roger Waters

We don’t need no education
We don’t need no (A) thought/mind control
No dark sarcasm in the (B) classroom/school
Teacher, leave them kids alone
Hey, (C) student/teacher, leave them kids
(D) a hole/alone
All in all it’s just another brick in the wall
All in all you’re just another brick in the wall

Circulado: thought; classroom; teacher; alone

We don’t need no education


We don’t need no (E) thought/mind control
No dark sarcasm in the (F) classroom/school
Teachers, leave us kids alone
Hey, (G) student/teacher, leave us kids
(H) a hole/alone
All in all you’re just another brick in the wall
All in all you’re just another brick in the wall

Circulados: thought; classroom; teacher; alone

AMANDA SAVOINI


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46 Listen to the song again and pay attention to the lyrics and to the music. How does the use of the following linguistic structures and sound features contribute to the meaning of the song?

Professor/a, as respostas indicadas são apenas sugestões. Recomenda-se aceitar e discutir diferentes contribuições dadas pelos/as estudantes.

a Use of (nonstandard) double negative (“We don’t need no...”).



Professor/a, espera-se que os/as estudantes percebam que o uso de uma variante não padrão da linguagem parece invocar uma rebelião contra a ideia de educação como controle dos pensamentos, e a dupla negativa parece reforçar a rejeição dessa forma opressora de educação. O uso da forma padrão “We don’t need (any)...” não teria a mesma intensidade.

b Use of the pronoun “we”.



Professor/a, espera-se que os/as estudantes indiquem que a educação opressora trata estudantes como uma coletividade sem individualidade.

c Metaphorical use of the words “brick” and “wall.



Professor/a, espera-se que os/as estudantes apontem que o tipo de educação autoritária e opressora descrito na canção considera estudantes “apenas mais um tijolo no muro”, sem individualidade e sem voz. Os muros da escola também contribuiriam para isolá-los/as nela, em vez de integrá-los/as à sociedade.

d Relationship between the guitar solo and the events narrated.



Professor/a, espera-se que os/as estudantes percebam que o solo de guitarra ao final da música, depois de uma série de sons e letra repetitivos, pode indicar uma descontinuidade dos eventos narrados, uma possibilidade de mudança.

7 Look at these screenshots from the song’s video clip. In your opinion, how do they contribute to the meaning of the song? Respostas pessoais.



a



b



c

PHOTOS: REPRODUCTION

8 Now match each set of screenshots to their possible interpretation.

I The schoolmaster is represented as a highly authoritarian figure, who seems to force students into a unified and obedient mass. c

II The video clip portrays the school as a factory. In this sense, students are the raw material in a production line and will be transformed into a mass product ready for consumption. This process entails the loss of individuality, represented in the homogeneous and deformed faces of students when they leave the machine. a

III Even when students sing, they do so in a uniform way, becoming as homogeneous as they were before. Depending on how transformation is conducted, it can become another form of oppression of individuality, in which each person is obliged to conform to rules imposed by others. b


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After listening

9 Analyze the following excerpt from the book Sociocultural Studies in Education, presented on pages 60 and 61. How is it related to the song you have just listened to?



Professor/a, espera-se que os/as estudantes percebam que a canção ouvida ilustra um tipo de sistema escolar “deseducativo”, nos termos usados no texto apresentado nesta atividade. O amplo processo educacional é reduzido a um treinamento pragmático, com o objetivo de formar indivíduos que saibam operar em uma dada lógica social e profissional, sem a preocupação de capacitá-los a compartilhar os saberes e valores desenvolvidos pela sociedade e agir a partir deles. Como resultado, muitos/as estudantes são levados/as a “rejeitar as qualidades intelectuais inerentes à educação”, confundindo-a com esse tipo de escolarização, como explicita o refrão “We don’t need no education”.

“Even though many people in today’s modern societies equate education and schooling, education is a larger concept. […] Schooling is an institutionalized system that we hope leads to education. Unfortunately, too often schools focus on training, on mere knowledge and skill acquisition, and not on a full education. Even worse, much schooling is miseducative. That is to say, rather than coming ‘to share in the intellectual and moral resources which humanity has succeeded in getting together’ (to use Dewey’s phrase above), too often schooling leads students to confuse their training with education, to embrace their ignorance and reject the intellectual qualities that are inherent in education, or to denigrate themselves as someone unable to become educated. In other words, schools have the potential to educate, but education does not always occur in schools.”

QUANTZ, R. A. Sociocultural Studies in Education: Critical Thinking for Democracy. Boulder: Paradigm Publishers, 2015, p. 5-6.




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