A leitura do gênero meme nos anos finais do ensino fundamental

Abstract

This academic training memorial presented to the Professional Master's Degree in Letters (PROFLETRAS), at the Institute of Letters, Universidade Federal da Bahia, entitled "The reading of the meme genre in the final years of elementary school", emerged from the context of academic training in scope of discussions on the process of reading in the digital environment, specifically the studies of digital literacy and its relevance in teaching and learning adolescents in elementary school. From the initial experiences of the teacher-researcher with the students, it was possible to perceive both the interest of the students and the need to improve reading skills. Thus, based on the study of the meme genre, it is intended to discuss the socio-historical context of technology in education through the language that emerges through it. Therefore, this memorial work has the primary objective of promoting the development of intervention activities through a didactic sequence (SD) in order to contribute to the development of reading skills of eighth grade students at Colégio Municipal Eurides Sant'Anna , in Barreiras, Bahia. From this perspective, the genres mediated by new communication and information technologies can improve reading skills in elementary school students, enabling a significant social practice for their formation as citizens. The work is based on the theoretical methodological assumptions of Dawkings (2007) in the presentation of the theoretical scope of the origin of the term meme and general characteristics of the term and its ramifications; Kress and Van Leeuwen (1996), in subsidizing the study of multimodal genres; Kleiman (2004), on the assumptions of reading and literacy studies, Solé (1998), on the fundamentals of reading strategies used in (SD); Coscarelli (2016), Dudeney (2016), Prensky (2001), Lévy (2000), Zabala (1998), on fundamental ideas in the field of studies of new communication and information technologies and digital literacies, and Schenewy, Noverràz and Dolz ( 2004) and Zabala (1998) in the elaboration of the didactic sequence. To carry out the research, the ethnographic methodology guided the study at its beginning in 2019, however, due to the living conditions that presented themselves in 2020, with the pandemic caused by the Coronavirus, there was a need for a change in the methodological procedures, and then for bibliographic research with a propositional character. In this direction, the pedagogical proposal of the meme genre becomes an important pedagogical intervention in the development of multimodal literacy for eighth grade elementary school students. The investigation provided a change in the perspective of the teacher-researcher's reading education towards the promotion of articulated activities through strategies to reach the final objective and, thus, enable meaningful reading experiences for students.