A proposal for the critical analysis of the meme as a genre in Portuguese language classes

Detalhes bibliográficos
Autor(a) principal: Oliveira, Nara Maria Alves de
Data de Publicação: 2021
Outros Autores: Bezerra, Benedito Gomes, Lêdo, Amanda Cavalcante de Oliveira
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Linguagem em Foco (Online)
Texto Completo: https://revistas.uece.br/index.php/linguagememfoco/article/view/4155
Resumo: The advent of the Digital Information and Communication Technologies have given rise to new reading and writing practices. These new practices have generated concerns about how the school, one of the main literacy agencies, can appropriate the necessary resources to guarantee significant teaching-learning processes that are consistent with the demands of contemporary society. In the field of Applied Linguistics, studies such as those by Ribeiro (2015) and Rojo and Moura (2012) suggest the need to create methodological strategies that allow the development of student literacies, in line with what is recommended in education guidelines in the country, such as the National Common Curricular Base (BRASIL, 2018). Thus, this article presents a pedagogical proposal for a critical approach of the meme as a genre in a Portuguese language classroom, aimed at students in the final years of elementary school. The objective of the work is to propose a reflexive study of the genre in order to awaken the critical awareness of the students, through the analysis of the meme according to the particle, wave and field metaphors. To this end, a theoretical contribution based on Rhetorical Genre Studies (BAZERMAN, 2006; MILLER, 2012) is adopted, together with methodological procedures based on a triple pedagogy (DEVITT, 2009) for the teaching and critical learning of genre. As a result of the implementation of the proposal, students are expected to perceive genre not only as an isolated entity, but also in its interrelationships with previous genres and situated in specific contexts.
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spelling A proposal for the critical analysis of the meme as a genre in Portuguese language classesUma proposta para a análise crítica do meme como gênero em aulas de língua portuguesaGêneroMemeConsciência críticaPedagogia de gêneroGenreMemeCritical awarenessGenre pedagogyThe advent of the Digital Information and Communication Technologies have given rise to new reading and writing practices. These new practices have generated concerns about how the school, one of the main literacy agencies, can appropriate the necessary resources to guarantee significant teaching-learning processes that are consistent with the demands of contemporary society. In the field of Applied Linguistics, studies such as those by Ribeiro (2015) and Rojo and Moura (2012) suggest the need to create methodological strategies that allow the development of student literacies, in line with what is recommended in education guidelines in the country, such as the National Common Curricular Base (BRASIL, 2018). Thus, this article presents a pedagogical proposal for a critical approach of the meme as a genre in a Portuguese language classroom, aimed at students in the final years of elementary school. The objective of the work is to propose a reflexive study of the genre in order to awaken the critical awareness of the students, through the analysis of the meme according to the particle, wave and field metaphors. To this end, a theoretical contribution based on Rhetorical Genre Studies (BAZERMAN, 2006; MILLER, 2012) is adopted, together with methodological procedures based on a triple pedagogy (DEVITT, 2009) for the teaching and critical learning of genre. As a result of the implementation of the proposal, students are expected to perceive genre not only as an isolated entity, but also in its interrelationships with previous genres and situated in specific contexts.O advento das Tecnologias Digitais de Informação e Comunicação suscitou novas práticas de leitura e de escrita. Essas novas práticas geraram inquietações sobre como a escola, uma das principais agências de letramento, pode se apropriar dos recursos necessários para garantir processos de ensino-aprendizagem significativos e coerentes com as demandas da sociedade contemporânea. No campo da Linguística Aplicada, estudos como os de Ribeiro (2015) e Rojo e Moura (2012) sugerem a necessidade de se criarem estratégias metodológicas que permitam desenvolver os letramentos dos estudantes, em consonância com o que preconizam documentos norteadores da educação no país, tais como a Base Nacional Comum Curricular (BRASIL, 2018). Assim, neste artigo, apresenta-se uma proposta pedagógica para a abordagem crítica do meme como gênero em sala de aula de língua portuguesa, voltada para estudantes dos anos finais do Ensino Fundamental. O objetivo do trabalho é propor um estudo reflexivo do gênero a fim de despertar a consciência crítica dos discentes, por meio da análise do meme segundo as metáforas de partícula, onda e campo. Adota-se, para isso, um aporte teórico ancorado nos Estudos Retóricos de Gênero (BAZERMAN, 2006; MILLER, 2012), aliado a procedimentos metodológicos baseados em uma pedagogia tríplice (DEVITT, 2009) para o ensino e aprendizagem crítica do gênero. Como resultado da implementação da proposta, espera-se que os estudantes percebam o gênero não apenas como uma entidade isolada, mas também em suas inter-relações com gêneros antecedentes e situados em contextos específicos.EdUECE2021-01-22info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/epub+ziphttps://revistas.uece.br/index.php/linguagememfoco/article/view/415510.46230/2674-8266-12-4155Revista Linguagem em Foco; Vol. 12 No. 3 (2020): Número atemático; 9-29Revista Linguagem em Foco; v. 12 n. 3 (2020): Número atemático; 9-292674-82662176-7955reponame:Revista Linguagem em Foco (Online)instname:Universidade Estadual do Ceará (UECE)instacron:UECEporhttps://revistas.uece.br/index.php/linguagememfoco/article/view/4155/3809https://revistas.uece.br/index.php/linguagememfoco/article/view/4155/3810Copyright (c) 2021 Nara Maria Alves de Oliveira, Benedito Gomes Bezerra, Amanda Cavalcante de Oliveira Lêdoinfo:eu-repo/semantics/openAccessOliveira, Nara Maria Alves deBezerra, Benedito GomesLêdo, Amanda Cavalcante de Oliveira2021-10-06T01:00:20Zoai:ojs.revistas.uece.br:article/4155Revistahttps://revistas.uece.br/index.php/linguagememfocoPUBhttps://revistas.uece.br/index.php/linguagememfoco/oailinguagememfoco@uece.br||2674-82662176-7955opendoar:2021-10-06T01:00:20Revista Linguagem em Foco (Online) - Universidade Estadual do Ceará (UECE)false
dc.title.none.fl_str_mv A proposal for the critical analysis of the meme as a genre in Portuguese language classes
Uma proposta para a análise crítica do meme como gênero em aulas de língua portuguesa
title A proposal for the critical analysis of the meme as a genre in Portuguese language classes
spellingShingle A proposal for the critical analysis of the meme as a genre in Portuguese language classes
Oliveira, Nara Maria Alves de
Gênero
Meme
Consciência crítica
Pedagogia de gênero
Genre
Meme
Critical awareness
Genre pedagogy
title_short A proposal for the critical analysis of the meme as a genre in Portuguese language classes
title_full A proposal for the critical analysis of the meme as a genre in Portuguese language classes
title_fullStr A proposal for the critical analysis of the meme as a genre in Portuguese language classes
title_full_unstemmed A proposal for the critical analysis of the meme as a genre in Portuguese language classes
title_sort A proposal for the critical analysis of the meme as a genre in Portuguese language classes
author Oliveira, Nara Maria Alves de
author_facet Oliveira, Nara Maria Alves de
Bezerra, Benedito Gomes
Lêdo, Amanda Cavalcante de Oliveira
author_role author
author2 Bezerra, Benedito Gomes
Lêdo, Amanda Cavalcante de Oliveira
author2_role author
author
dc.contributor.author.fl_str_mv Oliveira, Nara Maria Alves de
Bezerra, Benedito Gomes
Lêdo, Amanda Cavalcante de Oliveira
dc.subject.por.fl_str_mv Gênero
Meme
Consciência crítica
Pedagogia de gênero
Genre
Meme
Critical awareness
Genre pedagogy
topic Gênero
Meme
Consciência crítica
Pedagogia de gênero
Genre
Meme
Critical awareness
Genre pedagogy
description The advent of the Digital Information and Communication Technologies have given rise to new reading and writing practices. These new practices have generated concerns about how the school, one of the main literacy agencies, can appropriate the necessary resources to guarantee significant teaching-learning processes that are consistent with the demands of contemporary society. In the field of Applied Linguistics, studies such as those by Ribeiro (2015) and Rojo and Moura (2012) suggest the need to create methodological strategies that allow the development of student literacies, in line with what is recommended in education guidelines in the country, such as the National Common Curricular Base (BRASIL, 2018). Thus, this article presents a pedagogical proposal for a critical approach of the meme as a genre in a Portuguese language classroom, aimed at students in the final years of elementary school. The objective of the work is to propose a reflexive study of the genre in order to awaken the critical awareness of the students, through the analysis of the meme according to the particle, wave and field metaphors. To this end, a theoretical contribution based on Rhetorical Genre Studies (BAZERMAN, 2006; MILLER, 2012) is adopted, together with methodological procedures based on a triple pedagogy (DEVITT, 2009) for the teaching and critical learning of genre. As a result of the implementation of the proposal, students are expected to perceive genre not only as an isolated entity, but also in its interrelationships with previous genres and situated in specific contexts.
publishDate 2021
dc.date.none.fl_str_mv 2021-01-22
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10.46230/2674-8266-12-4155
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dc.source.none.fl_str_mv Revista Linguagem em Foco; Vol. 12 No. 3 (2020): Número atemático; 9-29
Revista Linguagem em Foco; v. 12 n. 3 (2020): Número atemático; 9-29
2674-8266
2176-7955
reponame:Revista Linguagem em Foco (Online)
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reponame_str Revista Linguagem em Foco (Online)
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