MEMES E ENSINO DE LITERATURA NO ENSINO MÉDIO: PESQUISA EXPLORATÓRIA DE ALGUNS MEMES DO PORTAL LÍTERA BRASIL
Data
2021-08-09
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
A presente dissertação tem por objetivo compreender a possível contribuição dos memes
com o Ensino de Literatura. Para tanto, analisa alguns memes de Literatura do Portal Lítera
Brasil, vinculados às escolas literárias do Romantismo e do Realismo, estudadas na 2ª
série do Ensino Médio, levando-se em consideração as habilidades da BNCC. Trata-se de
uma pesquisa qualitativa, em que se realiza a análise documental de alguns memes do
Portal Lítera Brasil. O quadro teórico ergue-se em meio aos seguintes campos conceituais:
a) multiletramentos, apoiando-se em Rojo (2013), Rojo e Barbosa (2015), Rojo e Moura
(2019); b) linguagem hipermidiática, com base em Recuero (2011) e Santaella (2004;
2013; 2007); c) gêneros discursivos e suas extensões, consoante a Bakhtin (2003) e Brait
(1996, 1997, 2013); d) meme como gênero discursivo veiculado nas redes sociais digitais,
baseando-se em Dawkins (2007), Recuero (2011) e Ventapane (2019); e) paradigmas do
Ensino de Literatura, baseados em Cosson (2019, 2020). Os achados da pesquisa
sugerem a potência do uso de memes no ensino de Literatura no Ensino Médio.
This master thesis aims to understand the possible contribution of memes to the teaching of literature. For this purpose, it analyzes some literature memes from the Lítera Brasil Portal, linked to the Romanticism and Realism literary schools, studied in the 2nd grade of high school, considering the BNCC skills. This is qualitative research, in which a documental analysis of some memes from the Lítera Brasil Portal is carried out. The theoretical framework rises in the midst of the following conceptual fields: a) multilingualism, based on Rojo (2013), Rojo and Barbosa (2015), Rojo and Moura (2019); b) hypermedia language, based on Recuero (2011) and Santaella (2004; 2013; 2007); c) discursive genres and their extensions, according to Bakhtin (2003) and Brait (1996, 1997, 2013); d) meme as a discursive genre conveyed in digital social networks, based on Dawkins (2007), Recuero (2011) and Ventapane (2019); e) paradigms of Literature Teaching, based on Cosson (2019, 2020). The research findings suggest the potency of using memes in teaching Literature in High School.
This master thesis aims to understand the possible contribution of memes to the teaching of literature. For this purpose, it analyzes some literature memes from the Lítera Brasil Portal, linked to the Romanticism and Realism literary schools, studied in the 2nd grade of high school, considering the BNCC skills. This is qualitative research, in which a documental analysis of some memes from the Lítera Brasil Portal is carried out. The theoretical framework rises in the midst of the following conceptual fields: a) multilingualism, based on Rojo (2013), Rojo and Barbosa (2015), Rojo and Moura (2019); b) hypermedia language, based on Recuero (2011) and Santaella (2004; 2013; 2007); c) discursive genres and their extensions, according to Bakhtin (2003) and Brait (1996, 1997, 2013); d) meme as a discursive genre conveyed in digital social networks, based on Dawkins (2007), Recuero (2011) and Ventapane (2019); e) paradigms of Literature Teaching, based on Cosson (2019, 2020). The research findings suggest the potency of using memes in teaching Literature in High School.