Exploring gender and equality through the song “Imagine” and its intersectionalities in English language teaching

Abstract

Music has proven to be a relevant pedagogical tool for promoting not only language learning but also critical reflection in the classroom. In this context, this article investigates the use of the song “Imagine” by John Lennon, in the version performed by the group Pentatonix, in English language classes, aiming to discuss contemporary social issues, particularly gender norms, toxic masculinities, and social inclusion. The main objective is to analyze how the integration of music in a pedagogical context can foster the construction of a dialogical space in which students critically examine normative discourses and reflect on plural identities, articulating language, culture, and social awareness. The research was conducted at a public university in the interior of Goiás, with 10 sixth-semester students of the Language and Literature program, seven of whom actively participated in the analysis. The methodology adopted is characterized as a case study with a qualitative and naturalistic approach (Lüdke; André, 1986; Stake, 1999; Yin, 2005), grounded in theoretical frameworks by Beauvoir (1967), Butler (2003), Fairclough (2008), Fanon (2008), Foucault (2011), Hooks (2015), and Louro (2016). The class was organized in stages that included the videoclip screening, lyrics analysis, group activities, and a discussion circle, enabling multiple interactions with the song and its meanings. The results indicate that the activity facilitated critical discussions on peace, social equality, cultural diversity, and solidarity, highlighting students’ awareness of social inequalities and the gender norms that structure society. The analyzed statements demonstrated that the song acted as a catalyst for reflections on inclusion and equity, reinforced by Pentatonix’s a cappella performance, whose diversity of voices and visual representations intensified the aesthetic and critical dimension of the experience. It is concluded that integrating artistic resources, such as music, into English language teaching goes beyond the learning of linguistic structures, significantly contributing to students’ civic and reflective development. In this sense, the continuation of pedagogical practices that articulate language teaching and social reflection is recommended, aiming at the construction of more inclusive, critical, and emancipatory educational environments.