Meme: genre and teaching through didactic sequence

Detalhes bibliográficos
Autor(a) principal: Oliveira, Ulisses
Data de Publicação: 2020
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Entretextos
Texto Completo: https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/34469
Resumo: This paper aims to present a research of teaching memes, in terms of the application of the didactic sequence as an interventive pedagogical proposal in classes of adult education (highschool final years), in a public school in the State of São Paulo. The paper, based on this case study, discusses aspects of this genre through the theoretical perspective of the Generic Potential Structure and the Visual Design Grammar. Within the proposal, we characterized the meme as an emergent genre of great interest of students, who, during the research, could develop reading and writing skills of memes, having a more conscious use of visual and textual elements which are aspects thereof. In addition, the pedagogical intervention was effective in exploring linking matters related to critical literacy for the reconstruction of paradigms, values and ideologies attached to the development of the multimodal communicative competence in the genre.
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spelling Meme: genre and teaching through didactic sequenceMeme: género y práctica de enseñanza por medio de una secuencia didácticaMeme: gênero e prática de ensino pela sequência didáticaCritical LiteracyVisual Design GrammarGenreMemeLetramento crítico. Gramática del diseño visual. Género. Meme.Letramento críticoGramática do Design VisualGêneroMemeThis paper aims to present a research of teaching memes, in terms of the application of the didactic sequence as an interventive pedagogical proposal in classes of adult education (highschool final years), in a public school in the State of São Paulo. The paper, based on this case study, discusses aspects of this genre through the theoretical perspective of the Generic Potential Structure and the Visual Design Grammar. Within the proposal, we characterized the meme as an emergent genre of great interest of students, who, during the research, could develop reading and writing skills of memes, having a more conscious use of visual and textual elements which are aspects thereof. In addition, the pedagogical intervention was effective in exploring linking matters related to critical literacy for the reconstruction of paradigms, values and ideologies attached to the development of the multimodal communicative competence in the genre.El presente artículo tiene el objetivo de discutir la enseñanza del género meme en los términos de aplicación de la secuencia didáctica como propuesta pedagógica intervencionista en las clases de EJA (noveno año), en una escuela pública en el Estado de São Paulo. El artículo, con base en ese estudio de caso, discute aspectos de dicho género por la perspectiva teórica de la Estructura Potencial Genérica y de la Gramática del Diseño Visual. En el interior de la propuesta, caracterizamos al meme como un género emergente y de gran interés de los alumnos, los cuales, en el transcurso de la investigación, pudieron desarrollar competencias de lectura y producción de memorias, haciendo uso más consciente de los elementos visuales y textuales característicos del género. Además, la intervención pedagógica fue efectiva en el sentido de explorar cuestiones vinculantes de letra crítico y multiletramentos en la reconstrucción de paradigmas, valores e ideologías adscritas al desarrollo de la competencia comunicativa multimodal en el género.O presente artigo tem o objetivo de discutir o ensino do gênero meme, por meio de uma pesquisa-ação, nos termos de aplicação da sequência didática como proposta pedagógica interventiva em turmas de EJA (nono ano), numa escola pública no Estado de São Paulo. O artigo, com base nesse estudo de caso, discute aspectos do referido gênero pela perspectiva teórica da Estrutura Potencial Genérica e da Gramática do Design Visual. No interior da proposta, caracterizamos o meme como um gênero emergente e de grande interesse dos alunos, os quais, no decorrer da pesquisa, puderam desenvolver competências de leitura e produção de memes, fazendo uso mais consciente dos elementos visuais e textuais característicos do gênero. Além disso, a intervenção pedagógica foi efetiva no sentido de explorar questões vinculantes de letramento crítico e multiletramentos na reconstrução de paradigmas, valores e ideologias adstritos ao desenvolvimento da competência comunicativa multimodal no gênero.Universidade Estadual de Londrina2020-03-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/otherapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/3446910.5433/1519-5392.2019v19n2p63Entretextos; v. 19 n. 2 (2019); 63-892764-08091519-5392reponame:Revista Entretextosinstname:Universidade Estadual de Londrina (UEL)instacron:UELporhttps://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/34469/26912Copyright (c) 2019 Entretextosinfo:eu-repo/semantics/openAccessOliveira, Ulisses2021-02-06T11:54:08Zoai:ojs.pkp.sfu.ca:article/34469Revistahttps://www.uel.br/revistas/uel/index.php/entretextosPUBhttps://www.uel.br/revistas/uel/index.php/entretextos/oai||entretextos.uel@gmail.com|| ppgel@uel.br|| laudi@uel.br1519-53922764-0809opendoar:2021-02-06T11:54:08Revista Entretextos - Universidade Estadual de Londrina (UEL)false
dc.title.none.fl_str_mv Meme: genre and teaching through didactic sequence
Meme: género y práctica de enseñanza por medio de una secuencia didáctica
Meme: gênero e prática de ensino pela sequência didática
title Meme: genre and teaching through didactic sequence
spellingShingle Meme: genre and teaching through didactic sequence
Oliveira, Ulisses
Critical Literacy
Visual Design Grammar
Genre
Meme
Letramento crítico. Gramática del diseño visual. Género. Meme.
Letramento crítico
Gramática do Design Visual
Gênero
Meme
title_short Meme: genre and teaching through didactic sequence
title_full Meme: genre and teaching through didactic sequence
title_fullStr Meme: genre and teaching through didactic sequence
title_full_unstemmed Meme: genre and teaching through didactic sequence
title_sort Meme: genre and teaching through didactic sequence
author Oliveira, Ulisses
author_facet Oliveira, Ulisses
author_role author
dc.contributor.author.fl_str_mv Oliveira, Ulisses
dc.subject.por.fl_str_mv Critical Literacy
Visual Design Grammar
Genre
Meme
Letramento crítico. Gramática del diseño visual. Género. Meme.
Letramento crítico
Gramática do Design Visual
Gênero
Meme
topic Critical Literacy
Visual Design Grammar
Genre
Meme
Letramento crítico. Gramática del diseño visual. Género. Meme.
Letramento crítico
Gramática do Design Visual
Gênero
Meme
description This paper aims to present a research of teaching memes, in terms of the application of the didactic sequence as an interventive pedagogical proposal in classes of adult education (highschool final years), in a public school in the State of São Paulo. The paper, based on this case study, discusses aspects of this genre through the theoretical perspective of the Generic Potential Structure and the Visual Design Grammar. Within the proposal, we characterized the meme as an emergent genre of great interest of students, who, during the research, could develop reading and writing skills of memes, having a more conscious use of visual and textual elements which are aspects thereof. In addition, the pedagogical intervention was effective in exploring linking matters related to critical literacy for the reconstruction of paradigms, values and ideologies attached to the development of the multimodal communicative competence in the genre.
publishDate 2020
dc.date.none.fl_str_mv 2020-03-12
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
info:eu-repo/semantics/other
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/34469
10.5433/1519-5392.2019v19n2p63
url https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/34469
identifier_str_mv 10.5433/1519-5392.2019v19n2p63
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/34469/26912
dc.rights.driver.fl_str_mv Copyright (c) 2019 Entretextos
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Entretextos
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Londrina
publisher.none.fl_str_mv Universidade Estadual de Londrina
dc.source.none.fl_str_mv Entretextos; v. 19 n. 2 (2019); 63-89
2764-0809
1519-5392
reponame:Revista Entretextos
instname:Universidade Estadual de Londrina (UEL)
instacron:UEL
instname_str Universidade Estadual de Londrina (UEL)
instacron_str UEL
institution UEL
reponame_str Revista Entretextos
collection Revista Entretextos
repository.name.fl_str_mv Revista Entretextos - Universidade Estadual de Londrina (UEL)
repository.mail.fl_str_mv ||entretextos.uel@gmail.com|| ppgel@uel.br|| laudi@uel.br
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