The Lyric genre in English classes and the writing as a process

Abstract

Literature in English language classes may provide a variety of language teaching activities since we can find different literary productions that can be used, discussed, and well directed, in order to achieve a proposed goal for teaching and learning. However, we notice that literature is not used in schools in Brazil effectively, mainly in public institutions. Most of the time, that happens by virtue of few hours to work appropriated teaching methodologies by language teachers (SCHMITZ, 2009), and by the lack of qualification and interest of teachers themselves to work with literary productions in their classes. With regard to the poems, representations of the lyric genre, there is a significant lack of interest in use them, because of the difficulty of interpretation that we can see in these kinds of texts as well as by the politeness and the cultism found in them usually. (PILATI, 2017). Nevertheless, poems might become valuable tools for the improvement of the target language if English teacher is interested and encouraged to think in different ways to use them, taking into consideration the classroom and students’ contexts. In this sense, this work aims to present a pedagogical proposal elaborated for the use of lyric genre in the English language classes that is supposed to help students to develop their written skills. This pedagogical proposal is formed by four classes in which students will work with lyric genre productions and will be stimulated to write in English language. This proposal is based on writing as a process.