O gênero multimodal meme: uma proposta de leitura e construção de sentidos no ensino de língua portuguesa

• Autor(a) principal: Alves, Ivan Alexandrino
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UEPB
• Texto Completo: http://tede.bc.uepb.edu.br/jspui/handle/tede/3710
• topic: Língua Portuguesa; Multimodalidade; Leitura; Meme; Ensino; LINGUISTICA, LETRAS E ARTES::LETRAS

This action research aimed to develop reading from the internal aspects: understanding, interpretation and analysis, taking into account the composition of images, the construction of humorous / critical meanings, observing the composition inherent in the meme genre. Having as specific objectives to discuss the importance of using discursive and multimodal genres, as necessary elements for the practice of reading and interpretation. Reflect on the characteristics that make up the meme genre, its elements and its importance for the practice of literacy. Analyze the language used in memes and their multiple meanings and develop reading workshops in order to improve the performance in literacy practices of students in an 8th grade class at a public school in the municipality of Arcoverde – PE. The work with the meme was justified because it is a dynamic genre, which circulates socially, important in the communication of the young student, in addition to provoking a much greater interest in the search for learning. This qualitative and descriptive / interpretive research was developed from reading workshops that didactically developed considering the typologies, multimodal textual genres and the meme, with the application of two questionnaires: initial and final, important in data analysis , whose results were positive, such as the improvement in the practice of reading, interpretation and comprehension, a more accurate view of typologies and textual genres, more security when dealing with multimodal texts, interest, knowledge of the meme genre, helping them in their positions and criticality both at school and in the spaces for the use of the mother tongue and in their social language practices. is anchored in the light of theorists, such as: Bakhtin (2004), Bazerman (2005), Coscarelli (2016), Dolz and Schneuwly (2004), Marcuschi (2008 and 2010), Oliveira (2010), Ribeiro (2012 and 2013) , Ricardo et al (2012), Rojo (2012 and 2013), Santos et al (2007), among others.