O estudo de memes no ensino de língua

• Ano de defesa: 2015
• Autor(a) principal: Santos, Anselma Morais
• Orientador(a): Reis, Mariléia Silva dos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Sergipe
• Programa de Pós-Graduação: Pós-Graduação Profissional em Letras
• País: Brasil
• Palavras-chave em Português: Meme; Leitura; Letramento; Tecnologias da informação
• Palavras-chave em Inglês: Reading and literacy; Information technologies
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: https://ri.ufs.br/handle/riufs/6459

In this article we will discuss the genre meme as a proposal to a reflection about reading comprehension in its various modalities, attending to a pedagogical practice of language teaching more inclusive and more focused on literacy and citizenship of basic education students. We define meme as a genre that lies at the interface and dialogism with other more traditional comic material, such as cartoon, charge, and comic strips, but with a freer structure. It consists of verbal and nonverbal texts, very meaningful, usually dealing on social issues of a more polemic nature about everyday life, politics, sports and alike. The objective of the research aims to study and make a more detailed discussion about meme with students from public schools of Sergipe, which are coming out of elementary school (ninth grade and fourth EJAEF stage), as well as a description of how the said genre was analyzed and discussed by them. The theoretical and methodological assumptions are based on studies of Kleiman (1989; 2005) about reading, literacy and citizenship; of Leffa (1996) about a more cognitive perspective reading, and Perrenoud (2000), about new technologies, among other authors. The results highlight the inclusion of memes in language teaching is promising, especially to promote identity in the group with issues beyond the school walls.