A proposal for the critical analysis of the meme as a genre in Portuguese language classes
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , |
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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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 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistas.uece.br/index.php/linguagememfoco/article/view/4155 10.46230/2674-8266-12-4155 |
url |
https://revistas.uece.br/index.php/linguagememfoco/article/view/4155 |
identifier_str_mv |
10.46230/2674-8266-12-4155 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.uece.br/index.php/linguagememfoco/article/view/4155/3809 https://revistas.uece.br/index.php/linguagememfoco/article/view/4155/3810 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/epub+zip |
dc.publisher.none.fl_str_mv |
EdUECE |
publisher.none.fl_str_mv |
EdUECE |
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) instname:Universidade Estadual do Ceará (UECE) instacron:UECE |
instname_str |
Universidade Estadual do Ceará (UECE) |
instacron_str |
UECE |
institution |
UECE |
reponame_str |
Revista Linguagem em Foco (Online) |
collection |
Revista Linguagem em Foco (Online) |
repository.name.fl_str_mv |
Revista Linguagem em Foco (Online) - Universidade Estadual do Ceará (UECE) |
repository.mail.fl_str_mv |
linguagememfoco@uece.br|| |
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