Tecendo Narrativas: o Potencial Pedagógico do Meme ao Miniconto no Ensino de Leitura

Abstract

This dissertation analyzes how the use of memes and micro-stories can contribute to the development of critical reading in 7th-grade students of elementary school. The proposal stems from the observation that many students struggle with interpretative and reflective reading, as corroborated by national (SAEB, 2021) and international (PISA, 2022) assessments. In this context, the use of memes—a digital genre meaningful to students—and micro-stories—a literary genre rarely explored by 7th-grade students—was chosen as pedagogical strategies, considering that both genres share structural similarities. Thus, based on Freire’s (1989) conception of reading as a critical and transformative act, Maria Helena Martins’ (1994) approach that understands reading as a process of interaction between text and reader mediated by the subject’s experiences, and the didactic sequence methodology proposed by Dolz and Schneuwly (2004), which organizes the teaching of textual genres through progressive stages, the study proposes a pedagogical intervention that starts with meme analysis and progresses to micro-stories. The research adopted a qualitative approach, structured as action research, through the application of a didactic sequence composed of workshops for analyzing and producing memes and micro-stories, culminating in a literary exhibition. The main objective was to investigate whether the didactic transition between these two genres could enhance students' interpretation and argumentation skills. The results showed improvements in critical reading abilities, in the activation of prior knowledge, and in the construction of meaning from multimodal and literary texts. An increase in student engagement and autonomy was also observed, as they recognized themselves as more confident authors and readers. The research highlights how strategies based on students’ cultural repertoire can lead to the acquisition of new reading skills, helping to overcome deficiencies identified by large-scale assessments.