This paper aims at problematizing the interfaces between music and cognition. In this sense, we understand that the teaching of this hybrid genre, the song, either through the means of its relation with the literature, by intertextuality, or through the melodic-verb piece itself, its reading and or listening, meets the reduction of the differences, once it promotes socialization and interest for culture, literature, and for language, besides the cognitive development of the students. Towards this goal, the present study is based on scholars from several areas of knowledge such as Costa (2002), Espinosa (2011), Genette (2006), Friedrich (1991), Koch (2007), Sacks (2007), Tomasello (2003), Thwaites (1994), among others.
