Incorporating into didactic sequences for basic education the exam of memes within semantic anomaly – not satisfying semantic selection

Detalhes bibliográficos
Autor(a) principal: Franco, Davi Lopes
Data de Publicação: 2020
Outros Autores: Gomes, Ana Paula Quadros
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Entretextos
Texto Completo: https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/38782
Resumo: This article presents some didactic-pedagogical activities. Their premises arehypotheses from formal semantics, such as semantic selection, and the inner grammar of speakers. After taking a textbook for a case study, and based on our experience as teachers, we realized that anomalous sentences and semantic selection are not being discussed at schools. To fill this gap, we designed some meme interpretation activities, carried out with 7th grade elementary school students. We found that a student can interpret anomalous sentences basedon his/her inner language knowledge and simultaneously recognize the irony and humor produced by anomaly in memes. We describe these activities as a contribution to educators who are interested in textual discursive practices in association with the speaker's inherent knowledge of grammar. In this article, we present in detail some activity plans using memes. Hopefully, this proposal may be a brick in the construction of a more critical and reflective language  education.
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spelling Incorporating into didactic sequences for basic education the exam of memes within semantic anomaly – not satisfying semantic selectionIncorporando às sequências didáticas no ensino básico a análise de memes trazendo sentenças anômalas – em desobediência à seleção semânticaSemanticsTeachingInteraction.SemânticaEnsinoInteração.This article presents some didactic-pedagogical activities. Their premises arehypotheses from formal semantics, such as semantic selection, and the inner grammar of speakers. After taking a textbook for a case study, and based on our experience as teachers, we realized that anomalous sentences and semantic selection are not being discussed at schools. To fill this gap, we designed some meme interpretation activities, carried out with 7th grade elementary school students. We found that a student can interpret anomalous sentences basedon his/her inner language knowledge and simultaneously recognize the irony and humor produced by anomaly in memes. We describe these activities as a contribution to educators who are interested in textual discursive practices in association with the speaker's inherent knowledge of grammar. In this article, we present in detail some activity plans using memes. Hopefully, this proposal may be a brick in the construction of a more critical and reflective language  education.O presente artigo reporta atividades didático-pedagógicas que tomam como premissas hipóteses da semântica formal, como a seleção semântica e a gramática interna dos falantes. A partir de um estudo de caso de livros didáticos e da nossa vivência como professores, percebemos que sentenças anômalas e seleção semântica não são temas articulados nem discutidos na escola.Para preencher essa lacuna, desenhamos atividades de interpretação de memes, executadas com alunos do 7o ano do ensino fundamental. Verificamos que o aluno é capaz de interpretar sentenças anômalas a partir de seus conhecimentos inerentes e de reconhecer a ironia e o humor produzidos pela anomalia em memes. Oferecemos a descrição dessas atividades como contribuição a educadores interessados em práticas discursivas textuais, associadas aoconhecimento inerente de gramática do falante. Apresentamos um plano de atividades com o uso de memes, detalhando os conhecimentos trabalhados na experiência. Esta proposta é um tijolinho na construção de uma educação linguística mais crítica e reflexiva.Universidade Estadual de Londrina2020-12-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionEntrevista controlada; Revisão de Literatura; Investigaçãoapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/3878210.5433/1519-5392.2020v20n2p79Entretextos; v. 20 n. 2 (2020); 79-1042764-08091519-5392reponame:Revista Entretextosinstname:Universidade Estadual de Londrina (UEL)instacron:UELporhttps://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/38782/28485Copyright (c) 2020 Entretextosinfo:eu-repo/semantics/openAccessFranco, Davi LopesGomes, Ana Paula Quadros2021-02-24T12:25:50Zoai:ojs.pkp.sfu.ca:article/38782Revistahttps://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:2021-02-24T12:25:50Revista Entretextos - Universidade Estadual de Londrina (UEL)false
dc.title.none.fl_str_mv Incorporating into didactic sequences for basic education the exam of memes within semantic anomaly – not satisfying semantic selection
Incorporando às sequências didáticas no ensino básico a análise de memes trazendo sentenças anômalas – em desobediência à seleção semântica
title Incorporating into didactic sequences for basic education the exam of memes within semantic anomaly – not satisfying semantic selection
spellingShingle Incorporating into didactic sequences for basic education the exam of memes within semantic anomaly – not satisfying semantic selection
Franco, Davi Lopes
Semantics
Teaching
Interaction.
Semântica
Ensino
Interação.
title_short Incorporating into didactic sequences for basic education the exam of memes within semantic anomaly – not satisfying semantic selection
title_full Incorporating into didactic sequences for basic education the exam of memes within semantic anomaly – not satisfying semantic selection
title_fullStr Incorporating into didactic sequences for basic education the exam of memes within semantic anomaly – not satisfying semantic selection
title_full_unstemmed Incorporating into didactic sequences for basic education the exam of memes within semantic anomaly – not satisfying semantic selection
title_sort Incorporating into didactic sequences for basic education the exam of memes within semantic anomaly – not satisfying semantic selection
author Franco, Davi Lopes
author_facet Franco, Davi Lopes
Gomes, Ana Paula Quadros
author_role author
author2 Gomes, Ana Paula Quadros
author2_role author
dc.contributor.author.fl_str_mv Franco, Davi Lopes
Gomes, Ana Paula Quadros
dc.subject.por.fl_str_mv Semantics
Teaching
Interaction.
Semântica
Ensino
Interação.
topic Semantics
Teaching
Interaction.
Semântica
Ensino
Interação.
description This article presents some didactic-pedagogical activities. Their premises arehypotheses from formal semantics, such as semantic selection, and the inner grammar of speakers. After taking a textbook for a case study, and based on our experience as teachers, we realized that anomalous sentences and semantic selection are not being discussed at schools. To fill this gap, we designed some meme interpretation activities, carried out with 7th grade elementary school students. We found that a student can interpret anomalous sentences basedon his/her inner language knowledge and simultaneously recognize the irony and humor produced by anomaly in memes. We describe these activities as a contribution to educators who are interested in textual discursive practices in association with the speaker's inherent knowledge of grammar. In this article, we present in detail some activity plans using memes. Hopefully, this proposal may be a brick in the construction of a more critical and reflective language  education.
publishDate 2020
dc.date.none.fl_str_mv 2020-12-11
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Entrevista controlada; Revisão de Literatura; Investigação
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/38782
10.5433/1519-5392.2020v20n2p79
url https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/38782
identifier_str_mv 10.5433/1519-5392.2020v20n2p79
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/38782/28485
dc.rights.driver.fl_str_mv Copyright (c) 2020 Entretextos
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 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. 20 n. 2 (2020); 79-104
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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