EDUCATIONAL PRACTICES FROM THE PERSPECTIVE OF AUTHORSHIP AND REMIX WITH MEMES

Authors

  • Patrícia Scherer Bassani Universidade Feevale
  • Ivete Andrade Marx Petry Universidade Feevale
  • Lovani Volmer Universidade Feevale

DOI:

https://doi.org/10.34019/2447-5246.2020.v25.30437

Abstract

The present study is align with researches on education in the context of cyberculture, articulating reflections on the use of memes from the perspective of authorship and remix. The aim of the study is to understand how memes, as multimodal genre, can contribute to the teaching-learning process based on the analysis of an educational practice carried out in the early years of elementary school, in a school in Vale do Paranhana, in the south of Brazil. Based on a qualitative and exploratory approach, the analysis showed that memes contribute to the exercise of writing, reading, interpretation, criticality and creativity, promoting authorship and collaboration in the classroom, in addition to student engagement.

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Published

2020-05-03

How to Cite

Scherer Bassani, P., Andrade Marx Petry, I. ., & Volmer, L. (2020). EDUCATIONAL PRACTICES FROM THE PERSPECTIVE OF AUTHORSHIP AND REMIX WITH MEMES. Educação Em Foco, 25(1), 148–166. https://doi.org/10.34019/2447-5246.2020.v25.30437

Issue

v. 25, n. 1, jan. / abr. 2020

Section

Artigos

License

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