A leitura de memes em tecnologias digitais.

• Ano de defesa: 2018
• Autor(a) principal: Freitas, Idjane Mendes de
• Orientador(a): Caiado, Roberta Varginha Ramos
• Banca de defesa: Barros, Isabela Barbosa do Rego , Leal, Ângela
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Católica de Pernambuco
• Programa de Pós-Graduação: Mestrado em Ciências da Linguagem#; #2724172099063601567#; #500
• Departamento: Departamento de Pós-Graduação#; #-8854052368273140835#; #500
• País: Brasil
• Palavras-chave em Português: Leitura - Metodologia; Memes; Gêneros literários; Dissertações
• Palavras-chave em Inglês: Dissertations; Reading - Methodology; Literary genres
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES::LINGUISTICA#; #7955259954785510783#; #600
• Link de acesso: http://tede2.unicap.br:8080/handle/tede/1029

Digital technologies have broadened the concept of reading in relation to the strategies and effects produced by online reading and have given rise to new textual genres. The present work sought to analyze reading strategies and their effects for the understanding of the genre Meme, in Digital Information and Communication Technology (TDIC) and in print. We are interested in investigating the reading strategies used by students in the first year of high school and their effects when they read the genre Meme, because some institutions insist on working genres of the digital environment outside their real context. As a theoretical contribution, we turn to the theory of genders, from the perspective of Bakhtin and Marcuschi; aspects related to Digital Literacy - proposed by Ribeiro; to the multimodal aspects of the genre in the perspective of Dionísio, Vasconcelos, Fonte and Caiado and the reading strategies proposed by Solé and Coscarelli. The research was qualitative, with application of two didactic sequences (SD). We elaborated and applied an SD for the work with the online reading, in a digital device - smartphone - and an SD for the reading in the printed, with the purpose of analyzing the strategies of reading Memes used by the students and, consequently, the effects produced by them. We recorded, in an observation diary, the strategies students used to read Memes. Subsequently, we conducted a semi-structured interview with the subjects, aiming to analyze the comprehensive reading of the genre Meme. We understand that reading in a digital environment raises many questions regarding the language, emerging genres and reading strategies related to them, as well as the articulation between language, social action and digital technology. Therefore, analyzing the comprehension of the Meme genre in Digital Technologies is a way of understanding the influence that the digital environment has on students in reading emerging genres. We conclude that reading, in the digital environment, requires new reading strategies, which add to the reading strategies in the print and which require the practice of new reading skills of different genres, in different devices.