Questão FC586493
As an English teacher, how would you explain the linguistic choices of the song based on the recommendations brought by the Brazilian National Common Core Curriculum (Base Nacional
Questões Interdisciplinares de Inglês
Instituto AOCP · 2025
Read the lyrics by Nina Simone:
Ain't got no home, ain't got no shoes
Ain't got no money, ain't got no class
Ain't got no skirts, ain't got no sweaters
Ain't got no perfume, ain't got no love
Ain't got no faith
Ain't got no culture, ain't got no mother
Ain't got no father, ain't got no brother
Ain't got no children, ain't got no aunts
Ain't got no uncles, ain't got no love
Ain't got no mind
Ain't got no country ain't got no schooling
Ain't got no friends, ain't got no nothing
Ain't got no water, ain't got no air
Ain't got no smokes, ain't got no ticket
Ain't got no water, ain't got no love
Ain't got no hair, ain't got no God
Ain't got no wine, ain't got no money
Ain't got no bed, ain't got no God
Ain't got no love
What have I got?
Why am I alive anyway?
Yeah, what have I got?
Nobody can take away
Source: https://www.letras.mus.br/nina-simone/aint-got-noigot- life/
As an English teacher, how would you explain the linguistic choices of the song based on the recommendations brought by the Brazilian National Common Core Curriculum (Base Nacional Comum Curricular)?
- The use of the double negative in English is incorrect.
- The singer does not seem to use English appropriately due to the lack of educational opportunities.
- The use of the double negative is legitimate and a social marker.
- “Ain’t” should be replaced by “isn’t” or “aren’t”.
- “Ain’t” should be replaced by “haven’t”.
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Comentário do professor
Dupla negação é legítima na letra: trata-se de um recurso linguístico e expressivo que funciona como marcador social, ligado a identidades e variedades do inglês.
A BNCC orienta ver a língua como prática social e valorizar as variações linguísticas, não como "erros".
Em contextos como o de Nina Simone, formas como "ain't got no" (relacionadas a variedades como o AAVE) cumprem funções de ênfase, ritmo e reforço identitário, além de carregarem significado sociocultural.
No ensino, recomenda-se analisar essas escolhas: identificar características, comparar com a norma-padrão, discutir efeitos estilísticos e históricos e combater o preconceito, valorizando a diversidade linguística.
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