TESSITURAS DO LETRAMENTO DIGITAL

GÊNERO MEME POR ESTUDANTES DO 9º ANO

Abstract

In this paper, we analyze two multisemiotic texts belonging to the digital meme genre. Such texts, representative of the production of the ninth-grade classes (Middle School) of a public school in Dourados City, Mato Grosso do Sul State, Brazil, provide evidences of the impacts of a teaching sequence (CORDEIRO, 2015) that involved digital literacies in the Portuguese Language subject. The article aims to identify which hypermedia literacies were activated for the construction of the analyzed digital texts. The idea of working with the meme genre arose from the diagnosis brought by semi-structured interviews with the students. We realized that students read and share a lot this digital genre on the Internet. This research has as theoretical support studies on (Multi) literacies (COPE; KALANTZIS, 2000; BARTON; LEE, 2015; DUDENEY; HOCKLY; PEGRUM, 2016); Speech Genres (BAKHTIN, 1997; CORRÊA, 2013) and Narrative Semiotics (GREIMAS; COURTÉS, 2008). The study demonstrated that students have intuitive semiotic knowledge, that they seek to critically explore the effects of reality in the construction of meanings.