O meme como instrumento de desenvolvimento da capacidade leitora nos anos finais do Ensino Fundamental II

Abstract

This research aims to assist Portuguese Language teachers in the final years of Elementary School to use memes as a rich resource for teaching the native language. This demand arises from the recommendations proposed by the BNCC (2018), which suggest that teaching practices employ multiliteracy practices based on multisemiotic texts, along with a certain difficulty on the part of teachers in implementing such suggestions. To achieve this, supported by Prodanov and Freitas (2013), three collections of textbooks submitted to the PNLD by Editora Moderna were analyzed using a qualitative descriptive approach. Thus, the intention is to investigate how activities use memes as a resource for reading and text production practice. With this purpose in mind, the dissertation was based on language concepts according to Marcuschi (2008) and on reading considering the perspective of Freire (1989), Neves et al. (2001), Koch and Elias (2012), and Antunes (2003). Regarding the contributions of discourse genres and teaching of writing, reading, and multiliteracies, the studies of Marcuschi (2008), Bahktin (1997), and Rojo (2013, 2015) were employed. The meme is analyzed considering Dawkins' references, and its intertextual characteristics are based on Kristeva (1974) and Koch, Bentes, and Cavalcante (2007). The non-verbal elements of memes are discussed from the perspective of The Grammar of Visual Design of semioticians Kress and Van Leeuwen (2006) based on the representational, interactive, and compositional metafunctions. Finally, after analyzing memes and their functioning in textbooks, a guide is presented for Portuguese Language teachers to work with the genre in question, investigating verbal aspects based on Koch (2009) and non-verbal aspects based on the assumptions of Kress and Van Leeuwen (2006)