Da internet para a sala de aula: a leitura crítica de memes nas aulas de língua portuguesa sob as lentes da educação multicultural

Abstract

This memorial, entitled From the internet to the classroom: the critical reading of memes under the lens of multicultural education, is the result of research in the Professional Master's Degree in Letters (PROFLETRAS), at the Federal University of Bahia, which focuses on the Internet meme, a common practice of digital social networks, as a catalyst for the teaching-learning process of critical reading in Portuguese language classes with students in the 8th year of Elementary School. The objective of this work was to create didactic-pedagogical activities with the meme textual genre, aiming to develop a critical reading practice that expands the students' textual world. To this end, a survey of the characteristics of static verb-imagetic memes was carried out, based on the analysis of a corpus of 40 memes that went viral on the Internet. In this context, other discussions were raised, such as the understanding of meme as a textual genre, the construction of humor in memes and the analysis of the treatment given to the genre in two school textbooks. This work has multimodality as its theoretical-methodological basis (Kress and Van Leeuwen, 2001; Ribeiro, 2021); the pedagogy of multiliteracies (Cope and Kalantzi, 2008, Pereira, 2018; Rojo, 2012 ), critical reading (Antunes, 2003, Marcuschi, 2008); multicultural education (Candau and Moreira, 2013); Internet memes (Shifman, 2014, Knobel and Lankshear, Chagas, 2020) and studies on humor (Possenti, 1998, 2011; Ramos, 2009, 2011). The five didactic-pedagogical workshops resulting from this research, based on the theories mentioned above, propose activities that use the meme from a critical perspective and seek to contribute not only to the formation of critical readers, capable of questioning what is stated in the texts and in the world, but also to try to produce changes in the way of approaching a textual genre that speaks directly to the students' multicultural context.