O meme na aula de linguagens: contribuições da semântica enunciativa histórica para o ensino de leitura e produção de textos multimodais

Abstract

The study presents a reflection on the approaches of reading and production of the linguistic, socio-historical and cultural elements of the Meme, in the Portuguese Language classes of a public school, based on the Enunciative Semantics of historical aspect, referring to the multimodal genres used in the digital environments. These environments have constituted a space for the practice of new literacies, based on the emergence of texts that bring together, in addition to verbal-visual elements, others that enable their users to have high levels of interactivity. Despite this reality, third year high school students seem to reach this stage still endowed with a superficial understanding of these aspects, while the methodologies of traditional approach to these texts in language classes contribute to the maintenance of this linguistic comfort zone- cognitive. Therefore, there is an interest in answering the following problem question: How to promote language teaching that allows the development of sociolinguistic competences based on cultural and socio-historical phenomena inherent to multimodal texts? The research aims to improve the sociolinguistic skills of third year high school students for the consumption and production of multimodal texts, through the understanding of language resources activated in the production of meaning effects specific to the textual genre Meme. The understanding of multimodal texts is linked to the “truth pact” established in communicative situations, for this reason, it is important to discuss the intentions that are built during the enunciative act. The study is characterized by a qualitative, bibliographical and documentary nature, based on the theoretical assumptions of Fiorin (2011), Bortoni-Ricardo (2008), Guimarães (2018), Carvalho (2010), Chauí (2000), in addition to the PCN (BRAZIL, 1998) and BNCC (BRASIL, 2018). The exploratory research allowed the collection of data, through the application of diagnostic instruments, recorded in a research diary, enabling the elaboration of a work proposal and a didactic technology. Then, the product was tested at the Senador Humberto Lucena State School of Elementary and Secondary Education, in the city of Campina Grande, in the interior of Paraíba, through hybrid teaching, in order to develop approaches to teaching and learning multimodal texts. through a sequenced teaching action plan, in a perspective that addressed the reflection on the work of reading and text production motivated by the inclusion of the elements that make up the enunciative scene according to the Historical Enunciative Semantics. The action-research allowed to reveal effectively significant learnings as it is a proposal based on the real study of the linguistic processes inherent to the Meme genre, starting from a discursive-textual domain of interest to the students. It was evident that the study of these elements, from a perspective of articulation of language with the text-discourse relationship and emphasis on content issues, can develop, in high school students, the potential to understand the constituent elements of an utterance and the cunning that compose it. It was pointed out that the reading and study of texts with themes of the students' daily life and the activation of their previous knowledge are sine qua non conditions for the effectiveness of the teaching-learning process of language.