Memes: ação e reflexão para o desenvolvimento da competência leitora de alunos do ensino fundamental

Abstract

In the contemporary era, many texts are circulating daily in our social context, which has increasingly demanded greater reading comprehension from all of us. Taking this into account, this paper aimsto discuss how to work with the meme genre in the classroom from a multimodal perspective and the aspects proposed by the theories of Systemic-Functional Linguistics and Visual Design Grammar. Its overall aim was to produce a pedagogical notebook for elementary school teachers, with activities that can develop multi-semiotic reading skills and competencies in the classroom, based on the textual-discursive genre meme. The justification for choosing the meme is based on its multimodal aspects and their growing diffusion in cyberspace, making it known to students and teachers daily, criticizing situations experienced by celebrities and ordinary people, involving a variety of globally circulated subjects, capable of going viral in seconds. The basis for this action-research suggestion was Systemic-Functional Linguistics and the multimodal perspective, at the heart of which is Visual Design Grammar. Methodologically, this suggested action research for Portuguese language teachers in the final years of elementary school is qualitative and descriptive-interpretive in nature. The corpus that was analyzed is made up of memes that deal with diverse subjects and themes that circulate daily in the social context. The choice of themes took into account the social relevance of the issues addressed, as well as the verbo-visual language and the interpretative bias of the texts.