O gênero meme da Internet: dialogismo e semiótica na construção textual

Abstract

The research "The internet's meme genre: dialogism and semiotic in textual construction" aimed to answer if students of the ninth grade A, from State School Professor Dulce Sarmento, after assisted with interventive theories and practices, would be able to read and understand multimodal texts permeated by dialogism. Therefore, we proposed the development of an Intervention Educational Project, privileging the multisemiotic and dialogic reading in digital contexts. The primary objectives of this investigation were: exploring theoretical-methodological knowledges inherent to the process of critical reading of multimodal texts; planning, executing and evaluating an Intervention Educational Project to develop critical reading skills; presenting the results of research, identified in students‟ reading practices, analyzing the elements that reveal the understanding of multimodal texts. For this purpose, we have adopted methodologies, using memes, in the perspective of action research, and participant and applied research, privileging, in this way, the qualitative aspect, anchoring ourselves in the theory proposed by Thornburg (1996), entitled "Metaphors for learning in the 21st century". The data were collected through participant observation, application of a questionnaire, focal group, diagnostic activity, execution of the Intervention Educational Project and a final activity. The theoretical framework was preponderant to find studies already executed by renowned authors, such as Freire (1989), Coscarelli (2005), Leffa (1996) concerning the critical reading; Bakhtin (2011), Bronckart (1999) and Marcushi (2008) about discursive gender; Bakhtin (2002, 2006) regarding dialogism; Deely (1990) and Pimenta (2001) defending Social Semiotics; Rojo (2012), Felinto (2007), Fontanella (2009), Dionísio (2014), Xavier (2016), Kress and Van Leeuwen (2006) and Ribeiro (2003, 2016), referring to multiliteracy, multimodality, hypertextuality and memes, among other authors. The results of this study revealed that teaching practices through multimodal texts, with the help of Information and Communication Technologies, can provide reading skills that are essential to the students‟ lives. We believe in the relevance of this research to education, as it may foster discussions and methodological changes in the teaching-learning process.