O gênero textual meme como recurso para o ensino de língua portuguesa

Abstract

The present study aims to analyze how the meme textual genre can contribute to the teaching of the Portuguese language. This investigation aims to understand the relevance of this textual genre in the context of social interaction, considering its social function, multimodal character and dialogic capacity. In light of the finding that memes promote social interaction among users of digital platforms, the study focused on understanding how the "meme" genre could be incorporated in the development of pedagogical methodologies aimed at language teaching. The study is based on the theorists Bakhtin (2003) and Marcushi (2005; 2008) and on the guidelines of the National Common Curricular Base (BNCC), which promotes the integration of digital textual genres in language teaching in schools. The methodology adopted for this study consisted of a qualitative analysis through a bibliographical review, using materials and investigations available online. Additionally, practical activities were carried out with first grade high school students from a public school in the central region of Presidente Dutra - MA. The results obtained highlight the socially constructive nature of humor and criticism present in the "meme" genre, as well as its dialogic ability to connect to social events and other established discourses, contributing to the updating of meanings. This study concludes that the "meme" genre can be effectively used to develop reading strategies and textual production, promoting the formation of critical and ethical readers due to its influence in the media sphere.