Meme: a construção textual em rede

• Autor(a) principal: Santos, Rita de Cassia Martins dos
• Data de Publicação: 2018
• 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/1/14507
• topic: Gender; Reading; Meme; Textual Linguistics; Gênero; Leitura; Meme; Linguística Textual; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA

Studying gender in schools is always a good opportunity to understand them better, developing the skills needed to use them in relevant communicative situations. Providing the student with the possibility of working with the different types of literacy makes the student become a proficient reader, reducing the numbers of people who do not understand, in fact, what they read. In this sense, choosing a genre in which elementary school students, more specifically the eighth grade, have daily contact, may be interesting to guide the linguistic manifestations of society. In addition, understanding that reading and writing are social practices and, therefore, the situational context is important to build the meaning of the text. Thus, the main objective of this dissertation is, through interventional activities, to enable the student to understand the use of implicatures, intertextuality and the textual characteristics that composed the genre meme; and thereby develop their reading skills. Based on Textual Linguistics (KOCH, 2015, CAVALCANTE, 2014), the concept of text as an interactive construct and in Pragmatics (BATISTA, 2012, OLIVEIRA and BASSO, 2014) the study of language at the moment of its use, the meaning of the text as a process dependent on the participants of the situation. Allied to these concepts, there is also the study of the genres (BAKHTIN, 2010, BEZERRA, 2017) to support the memes, observing their contents and structural forms. To do this, the didactic sequence (DOLZ, NOVERRAZ and SCHNEWLY, 2004) was used as an intervention method (TRIPP, 2005), which, through sequential modules, studies the genre in question aiming at its domain and, consequently, the development of language skills. The results show that studying the intertextuality and the implicature in the memes extended the capacity of textual comprehension of the participants of the research, considering that these aspects are important for the construction of this genre and can be used in other texts as elements of construction s signification.