O uso da música para o ensino-aprendizagem da língua inglesa: o que dizem as dissertações de 2019 a 2023 no portal da CAPES

Abstract

This work proposes a systematic review of the dissertations on the use of music in teaching and learning the English language published on the (CAPES) portal from 2019 to 2023. Music has been present in people's lives for generations and has always been a form of communication that is correlated with the culture of individuals. In this sense, this research aims to answer the following question: what do the dissertations say about the use of music in the English language teaching-learning process on the CAPES portal (2019 to 2023)? In order to answer this question, the following general objective was defined: Investigate what the dissertations say about the use of music in the English language teaching-learning process on the CAPES portal (2019 to 2023). With the aim of achieving this objective, the following specific objectives were defined: to present the motivations for using music in the English language teaching-learning process in the selected works; to identify the objectives of using music in teaching and learning the English language in the chosen dissertations; to describe who the participants are in research on the use of music in teaching and learning the English language in the defined studies. To achieve these objectives, a systematic review-type bibliographical investigation was carried out in the database of dissertations of the Coordination for the Improvement of Higher Education Persons (CAPES), which encompasses one of the largest collections of national and international academic works that allows access to recent published studies around the world. The data were explored from the perspective of authors such as Roiz (2017), Carvalho (2018), Guerin (2018) among others. The findings analyzed from an interpretive descriptive show that dissertations on the use of music for teaching and learning the English language point out the music is a ludic and interdisciplinary element capable of promoting language teaching from social, cultural and grammatical perspectives, in addition to enabling the learning of different areas of human knowledge.