O gênero MEME na sala de aula: uma proposta de intervenção didática aplicável no Ensino fundamental II

Abstract

The purpose of this research is to analyze the importance of the multimodal text as a relevant school resource for teaching-learning in the classroom and how this teaching strategy can contribute to pedagogical practices, given its characteristics that involve verbal and non-verbal language, as well as use of technological resources and a wide range of languages, such as: gestures, sounds, images, texts, etc. In this context, we highlight the contribution of working with textual genres as the main pedagogical teaching tool, capable of dynamically developing reading and text comprehension skills, from the perspective of multiliteracies, as it presents a proposal that significantly contributes to the expansion of the repertoire student's cultural background, based on the reference culture. The genre used was the digital meme, as it is one of the main genres of digital media, which is used through technologies, but, above all, it is directly inserted in the social and cultural context of students, considering their social and school practices, in order to prepare them to act critically in society. In this perspective, the aforementioned research aims to show the importance of multiliteracies, through multimodal texts, better known as textual genres, and its importance for the development of reading and text comprehension, taking into account that students they are the builders of their knowledge, and that teaching-learning must occur through their socio-cultural baggage. To support this work, we rely mainly on the theoretical contributions of Bakhtin (1997 and 2003) and his view of the text, along with Koch (1997), and on textual genres alongside Marcuschi (2002 and 2008) and Bronckart (1999). Soares (2009), with his concept of literacies and Rojo (2012), on multiliteracies and multi-semiotic multimodal texts, among others. As for the methodology, it is a bibliographic research with a qualitative approach based on Prodanov and Freitas (2013), whose definition has as main purpose to seek theoretical apparatus in published works and scientific discussions such as dissertations, books etc.As a result, the work presents an intervention proposal through the use of didactic sequence to work the digital meme genre in the classroom, according to the theoretical contributions of Joaquim Dolz, Michèle Noverraz and Bernard Schneuwly (2004).