"Real MCs do not wish for societies without equality": queer rap in the English language classes

Abstract

Documents that govern language teaching practice in Brazil recognize the role of the school in educating citizens critically, from a multicultural and socially engaged perspective (BRAZIL, 1996, 2000, 2017). In this sense, the genre queer rap can be considered as a tool for language teachers, in the sense of fostering the discussion about social problems that involve LGBTphobia. Thus, the present article aims at analyzing the organization of texts belonging to the genre rap whose thematic content addresses the issue of sexual diversity, both in Portuguese and English, in order to propose reflections about the role this genre can play in English language lessons. In addition, we also seek to analyze the implications of the context of action for the mobilization of discursive worlds and psychological archetypes. This research is descriptive, interpretative and falls within the theoretical framework of socio-discursive interactionism (SDI). Our analyzes were made based on the categories proposed by Bronckart (2003), namely: context of action, global textual plan and types of discourse. The results point to the work with queer raps as a way of approaching non-hegemonic sexualities in English language lessons.