Language practices of the digital multi-semiotic genre meme by 3rd grade students in elementary school I
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/21206 |
Resumo: | This article aims to discuss digital literacy in elementary school 1, considering the proposal of the Common National Curricular Base, particularly the linguistic/semiotic analysis. Specifically, to examine the generative path of meaning in the fundamental, narrative and discursive levels of the production of multisemiotic text, the meme, of 3rd grade students. Therefore, the question was asked whether 3rd grade students are being encouraged by the school to develop meaningful skills in the language practices of multisemiotic texts such as the digital genre meme. In response it is assumed that 3rd grade students, who can already be considered digital natives, comment on the content and even produce memes, because they are already being trained by the school to develop critical and reflective sense regarding the language practices of multisemiotic texts such as the meme. We adopted the axis of linguistic/semiotic analysis of the Common Curricular Base (2018), in the processes of reading and production of texts (oral, written, and multisemiotic), with Fiorin (2017), Soares (1998), and Ribeiro (2018) as theoretical support. |
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Language practices of the digital multi-semiotic genre meme by 3rd grade students in elementary school IPrácticas lingüísticas del meme de género multisemiótico digital por parte de alumnos de 3º de primaria IPráticas de linguagens do gênero digital multissemiótico meme por alunos do 3º ano do ensino fundamental IMultissemióticoMemeEnsino.MultisemioticMemeEducation.MultisemióticaMemeEnseñanza.This article aims to discuss digital literacy in elementary school 1, considering the proposal of the Common National Curricular Base, particularly the linguistic/semiotic analysis. Specifically, to examine the generative path of meaning in the fundamental, narrative and discursive levels of the production of multisemiotic text, the meme, of 3rd grade students. Therefore, the question was asked whether 3rd grade students are being encouraged by the school to develop meaningful skills in the language practices of multisemiotic texts such as the digital genre meme. In response it is assumed that 3rd grade students, who can already be considered digital natives, comment on the content and even produce memes, because they are already being trained by the school to develop critical and reflective sense regarding the language practices of multisemiotic texts such as the meme. We adopted the axis of linguistic/semiotic analysis of the Common Curricular Base (2018), in the processes of reading and production of texts (oral, written, and multisemiotic), with Fiorin (2017), Soares (1998), and Ribeiro (2018) as theoretical support.Este artículo tiene como objetivo discutir la alfabetización digital en la escuela primaria I, teniendo en cuenta la propuesta de la Base Curricular Nacional Común, en particular el análisis lingüístico/semiótico. Específicamente, examinar el camino generativo del significado en los niveles fundamental, narrativo y discursivo de la producción del texto multisemiótico, el meme, de los estudiantes de tercer grado. Por lo tanto, se hizo la pregunta si los estudiantes del 3er año de las escuelas primarias I están siendo estimulados por la escuela para desarrollar habilidades significativas en las prácticas lingüísticas de los textos multisemióticos como el género digital meme. Como respuesta se asume que los alumnos de 3º, que ya pueden considerarse nativos digitales, comentan los contenidos e incluso producen memes, porque ya están siendo formados por la escuela para desarrollar un sentido crítico y reflexivo respecto a las prácticas lingüísticas de los textos multisemióticos como el meme. Adoptamos el eje de análisis lingüístico/semiótico de la Base Curricular Común (2018), en los procesos de lectura y producción de textos (orales, escritos y multisemióticos), teniendo como aporte teórico a Fiorin (2017), Soares (1998) y Ribeiro (2018).O presente artigo tem como objetivo discutir o letramento digital no ensino fundamental I, considerando a proposta da Base Nacional Comum Curricular, particularmente, a análise linguística/semiótica. Especificamente, examinar o percurso gerativo de sentido nos níveis fundamental, narrativo e discursivo da produção de texto multissemiótico, o meme, dos alunos do 3º ano. Assim sendo, fez-se o questionamento se os alunos do 3º ano do ensino fundamental I estão sendo estimulados pela escola para desenvolverem habilidades significativas nas práticas de linguagem de textos multissemióticos como o gênero digital meme. Em resposta pressupõe-se que os alunos do 3º ano, que já podem ser considerados nativos digitais, comentam os conteúdos e até produzem memes, porque já estão sendo habilitados pela escola para desenvolver senso crítico e reflexivo referentes às práticas de linguagens de textos multissemióticos tais quais o meme. Adotou-se o eixo da análise linguística/semiótica da Base Comum Curricular (2018), nos processos de leitura e de produção de textos (orais, escritos e multissemióticos), tendo como aporte teórico Fiorin (2017), Soares (1998) e Ribeiro (2018).Research, Society and Development2021-10-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/2120610.33448/rsd-v10i13.21206Research, Society and Development; Vol. 10 No. 13; e229101321206Research, Society and Development; Vol. 10 Núm. 13; e229101321206Research, Society and Development; v. 10 n. 13; e2291013212062525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIenghttps://rsdjournal.org/index.php/rsd/article/view/21206/18910Copyright (c) 2021 Michele de Paula Guimarães de Souza Pinheiro; Francisco Pereira Smith Júnior; Francisca Maria Carvalhohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessPinheiro, Michele de Paula Guimarães de Souza Smith Júnior, Francisco Pereira Carvalho, Francisca Maria 2021-11-21T18:26:28Zoai:ojs.pkp.sfu.ca:article/21206Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:40:40.581173Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
Language practices of the digital multi-semiotic genre meme by 3rd grade students in elementary school I Prácticas lingüísticas del meme de género multisemiótico digital por parte de alumnos de 3º de primaria I Práticas de linguagens do gênero digital multissemiótico meme por alunos do 3º ano do ensino fundamental I |
title |
Language practices of the digital multi-semiotic genre meme by 3rd grade students in elementary school I |
spellingShingle |
Language practices of the digital multi-semiotic genre meme by 3rd grade students in elementary school I Pinheiro, Michele de Paula Guimarães de Souza Multissemiótico Meme Ensino. Multisemiotic Meme Education. Multisemiótica Meme Enseñanza. |
title_short |
Language practices of the digital multi-semiotic genre meme by 3rd grade students in elementary school I |
title_full |
Language practices of the digital multi-semiotic genre meme by 3rd grade students in elementary school I |
title_fullStr |
Language practices of the digital multi-semiotic genre meme by 3rd grade students in elementary school I |
title_full_unstemmed |
Language practices of the digital multi-semiotic genre meme by 3rd grade students in elementary school I |
title_sort |
Language practices of the digital multi-semiotic genre meme by 3rd grade students in elementary school I |
author |
Pinheiro, Michele de Paula Guimarães de Souza |
author_facet |
Pinheiro, Michele de Paula Guimarães de Souza Smith Júnior, Francisco Pereira Carvalho, Francisca Maria |
author_role |
author |
author2 |
Smith Júnior, Francisco Pereira Carvalho, Francisca Maria |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Pinheiro, Michele de Paula Guimarães de Souza Smith Júnior, Francisco Pereira Carvalho, Francisca Maria |
dc.subject.por.fl_str_mv |
Multissemiótico Meme Ensino. Multisemiotic Meme Education. Multisemiótica Meme Enseñanza. |
topic |
Multissemiótico Meme Ensino. Multisemiotic Meme Education. Multisemiótica Meme Enseñanza. |
description |
This article aims to discuss digital literacy in elementary school 1, considering the proposal of the Common National Curricular Base, particularly the linguistic/semiotic analysis. Specifically, to examine the generative path of meaning in the fundamental, narrative and discursive levels of the production of multisemiotic text, the meme, of 3rd grade students. Therefore, the question was asked whether 3rd grade students are being encouraged by the school to develop meaningful skills in the language practices of multisemiotic texts such as the digital genre meme. In response it is assumed that 3rd grade students, who can already be considered digital natives, comment on the content and even produce memes, because they are already being trained by the school to develop critical and reflective sense regarding the language practices of multisemiotic texts such as the meme. We adopted the axis of linguistic/semiotic analysis of the Common Curricular Base (2018), in the processes of reading and production of texts (oral, written, and multisemiotic), with Fiorin (2017), Soares (1998), and Ribeiro (2018) as theoretical support. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-10-12 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/21206 10.33448/rsd-v10i13.21206 |
url |
https://rsdjournal.org/index.php/rsd/article/view/21206 |
identifier_str_mv |
10.33448/rsd-v10i13.21206 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/21206/18910 |
dc.rights.driver.fl_str_mv |
https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 10 No. 13; e229101321206 Research, Society and Development; Vol. 10 Núm. 13; e229101321206 Research, Society and Development; v. 10 n. 13; e229101321206 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
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1797052691975766016 |