O texto multimodal meme na perspectiva dos multiletramentos.

Abstract

This research addresses the importance of the multimodal text as a relevant school resource, given its hybrid characteristic, as it involves verbal and non-verbal language, as well as technological resources and various manifestations of language such as gestures, sounds, images, codes, texts printed matter, etc. In this context, we highlight the contribution of the work with the textual genre meme, as a pedagogical tool to develop reading and comprehension skills, from the perspective of multiliteracies. This is because, the pedagogy of multiliteracies presents a teaching-learning proposal that contributes to the expansion of the student's cultural repertoire, based on their reference culture. Therefore, it uses technologies, digital media, but, above all, it considers the student's social and school practices, in the context where he is inserted, to prepare him to act in society. In this perspective, the referred research has the general objective of showing the relevance of multiliteracies, through multimodal texts, for the development of reading and understanding of texts, bearing in mind the culture, values, and previous knowledge of each student. To support the research, we rely on: Leffa (1996) and Koch (2008), with regard to reading. Costa Val (2004), Marcuschi (2008), and Antunes (2010), on text and textuality; while Dionísio (2007) brings her considerations about the multimodal text. As for the literacy process, we rely on Kleiman (2005), Soares (2009), and Rojo (2012) on the pedagogy of multiliteracies and with regard to memes Dalkins (1976), and Horta (2015). The methodology is bibliographic and exploratory research, under a qualitative approach, in which we present an excerpt from an experience report, carried out during the discipline Practicum Experience IV, in the period 2019.2 - UFCG, Cajazeiras Campus in the state of Paraíba. The activities involved twelve students, from the 3rd year of high school, intending to develop reading and comprehension skills in the meme textual genre. This is because the students, in the past Supervised Internship, presented difficulties to understand the texts with images. As a result of this work, we could see that the students were able to understand, in general, what the themes presented in the memes were about, but with regard to the supporting texts, they had difficulties to understand their completeness, perhaps one of the reasons was the limited class time, but also because this type of text is still little worked in the classroom. Thus, we understand the need to intensify the work with readings of imagery texts.