A perspectiva de multiletramentos na sequência didática: estratégias com o gênero meme

• Autor(a) principal: Rochefeller, Andréa Neves Nogueira
• Data de Publicação: 2021
• Outros Autores: [e-mail]
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/18857
• topic: Didactic sequence; Multiliteration; Multimodality; Metacognition; Literacy practice; Sequência didática; Meme; Multiletramento; Multimodalidade; Metacognição; Prática de letramento; LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA

This work presents a proposal for teaching and learning with students of the 9th grade of Elementary School, having as a literacy practice the reading and textual production of memes - digital textual genre, produced from verbal and / or non-verbal language, which went viral on virtual social networks for being marked by humor or critical sense. The emphasis of this work is on the elaboration of an educational material based on a didactic sequence notebook with activities, by bringing the pandemic historical moment experienced by all as an object of study. It is important to highlight that, through the monitoring of reading, of activities that lead to the comprehension of the text, it will be possible to identify in the student its efficiency or not and to improve his learning through the process of development of metacognition. Combining the proposed texts with the activities related to the production of memes, will make students understand the meaning and importance of reading. By contributing to the development of students' capacity for action and critical reflection, since the BNCC's proposal is to bring a more critical human education to the curriculum in which socio-emotional skills cross transdisciplinarily through cognitive skills, students are led to reflect about their role in society, what are their desires and perspectives.