Letramento científico, multiletramentos e deficiência visual: reflexões sobre a adaptação do gênero meme.

Abstract

The new digital technologies have brought changes in the communicative paradigm because they allow to gather, in a single text, several forms of expression, such as verbal text, sound and image. Consequently, the concept of multiliteracy assumes space in discussions focused on pedagogical practices, since textual genres, conceived as social and historical phenomena, are not immune to technological advances and the presence of digital technology. In this sense, it is proposed, as a support to the pedagogical work focused on the scientific literacy of students with visual impairment, the textual genre meme. The work with textual genres is fertile, since they are directly related to the social practices developed by the students, which contributes to the contextualization of Science Teaching. The reflection consists in how to make multisemiotic texts such as the meme become accessible to blind students, who do not have visual perception of the imagery elements that compose it. An analysis of the Manual of Adaptation of Texts for the Braille System (GEPA, 2019), produced and made available by the Benjamin Constant Institute, was performed considering the specific criteria for adaptation of the comic strip genre as a starting point for possible criteria for the adaptation of the meme, focusing on the scientific literacy of students with visual impairment. Four proposals for adapting the meme genre are presented.