A leitura do MEME na sala de aula do 9º ano do ensino fundamental.

Abstract

Reading strategies significantly contribute to the development of student learning, as reading is a process of social interaction in which the reader interacts with the author of the text, in the text, in an active and critical way, giving it meaning. From this perspective, we outline as our objective for this research to articulate reading strategies for the 9th grade of Elementary School classes with the meme genre. In order to achieve it, we discussed reading concepts and strategies, subject and language with an emphasis in genre theory; we have developed a theoretical framework on textual genres, highlighting digital genres, and we have created a Didactic-Pedagogical Orientation Guide with meme genre reading strategies. To support the research, we sought the support of the genre theory based on the studies by Bakhtin (2000) on discursive genres; on the reflections on reading by Koch and Elias (2010, 2017), studies by Coracini (2002) among others; on reading strategies by Solé (1998) and Koch and Elias (2012); we also approach the reading teaching supported by the National Curriculum Parameters - PCN (BRASIL, 1997) and the Common National Curriculum Base - BNCC (BRASIL, 2018); on the concept of the meme genre and its textual composition by Dawkins (1975), Silva (2016) and Marcuschi (2008) among others. We also have used as a theoretical basis the qualitative bibliographic research of an applied nature. As a result, we developed a technical material for working with reading aimed at the classroom called Didactic-Pedagogical Guide to Reading Strategies of the Meme Genre.