Memes antifeministas e conservadorismo em rede: uma análise das leituras e enquadramentos dos femininos desviantes
Data
2023-12-12
Autores
Domingues, Quésia Alves de Souza Sanches de 
Orientadores
Oliveira, Lucila Maria Pesce de
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
O objetivo geral da presente pesquisa consiste em examinar o conteúdo de memes antifeministas coletados no portal aberto do Facebook “Antifeminista” para compreender em que medida os sentidos socialmente depreendidos das representações do feminino feitas pelos ideais ligados ao conservadorismo hodierno apresentam potencial para capitanear possíveis propostas sociais de formação leitora crítica, no contexto da cultura digital, voltadas aos anos finais do Ensino Fundamental, pensando em descontruir estereótipos e leituras restritivas das existências femininas, que sorrateiramente se proliferam no tecido social. O marco teórico ergue-se em meio aos seguintes campos conceituais: ciberespaço e cidadania (BONNILA, 2010; LÉVY, 2000; RECUERO, 2009); multiletramentos (KALANTZIS e COPE, 2012; KNOBEL e LANKSHEAR, 2007; ROJO e MOURA, 2012); formação leitora crítica (DEWEY, 1976; FREIRE, 1989a; PESCE e ABREU, 2012); memes antifeministas (LANKSHEAR e KNOBEL, 2006; SABBATINI, 2020; SHIFMAN, 2013). Assume-se a abordagem metodológica qualitativa, de natureza exploratória, consubstanciada pela análise de conteúdo. O método de análise dos dados pautou-se no enquadramento das peças coletadas em uma matriz taxonômica adaptada da proposta de Chagas et al. (2017), que possibilitou o exame dos memes com base nas instâncias analíticas a saber: a) função social, b) conteúdo temático e natureza referencial/ retórica, c) relação entre o humor e o conteúdo do texto, d) experiência leitora provocada pela narrativa e agenda política, e) o macroefeito que a comunicação pretende provocar socialmente. Os achados da pesquisa revelam que o enunciador lança mão de uma gama diversa de estratégias linguísticas e discursivas, para persuadir e alimentar o repertório do leitor não crítico, com o objetivo de descredibilizar o movimento feminista e perpetuar relações de dominação de gênero. Assim, os resultados sugerem também que os memes analisados apresentam-se como importantes recursos para nortear propostas e práticas educativas de leitura, que constituam experiências de expansão da consciência e problematizem as enunciações opressivas que transitam nos espaços virtuais, veiculadas por ações comunicativas que impõem o silenciamento de vozes minoritárias, a fim de preservar o status quo.
The present research assumes a qualitative methodological approach, of exploratory nature, substantiated by content analysis. The general objective is to examine the content of antifeminist memes collected from the open Facebook portal "Antifeminist" to understand to what extent the meanings socially derived from the representations of the feminine made by ideals linked to conservatism today have the potential to captain on possible social proposals for critical reading training, in the context of digital culture, aimed at the final years of elementary school, thinking about deconstructing stereotypes and restrictive readings of female existences, which sneakily proliferate in the social fabric. The theoretical framework rises amidst the following conceptual fields: cyberspace and citizenship (BONNILA, 2010; LÉVY, 2000; RECUERO, 2009); multiliteracies (KALANTZIS and COPE, 2012; KNOBEL e LANKSHEAR, 2007; ROJO and MOURA, 2012); critical reading training (DEWEY, 1976; FREIRE, 1989a; PESCE and ABREU, 2012) and anti-feminist memes (LANKSHEAR e KNOBEL, 2006; SABBATINI, 2020; SHIFMAN, 2013). The data analysis method was based on the framing of the collected pieces in a taxonomic matrix adapted from the proposal of Chagas et al. (2017), which enabled the examination of memes based on the analytical instances namely: a) social function, b) thematic content and referential/ rhetorical nature, c) relationship between humor and text content, d)reading experience provoked by the narrative and political agenda, and e) the macro effect that communication intends to provoke socially. The findings reveal that the enunciator uses a diverse range of linguistic and discursive strategies to persuade and feed the repertoire of the non-critical reader, with the aim of discrediting the feminist movement. Thus, the results also suggest that the analyzed memes present themselves as important resources to guide proposals and educational reading practices, which constitute experiences of expansion of consciousness and problematize the oppressive enunciations that transit in virtual spaces, conveyed by communicative actions that reinvigorate the silencing of minority voices, through the relations of gender domination.
The present research assumes a qualitative methodological approach, of exploratory nature, substantiated by content analysis. The general objective is to examine the content of antifeminist memes collected from the open Facebook portal "Antifeminist" to understand to what extent the meanings socially derived from the representations of the feminine made by ideals linked to conservatism today have the potential to captain on possible social proposals for critical reading training, in the context of digital culture, aimed at the final years of elementary school, thinking about deconstructing stereotypes and restrictive readings of female existences, which sneakily proliferate in the social fabric. The theoretical framework rises amidst the following conceptual fields: cyberspace and citizenship (BONNILA, 2010; LÉVY, 2000; RECUERO, 2009); multiliteracies (KALANTZIS and COPE, 2012; KNOBEL e LANKSHEAR, 2007; ROJO and MOURA, 2012); critical reading training (DEWEY, 1976; FREIRE, 1989a; PESCE and ABREU, 2012) and anti-feminist memes (LANKSHEAR e KNOBEL, 2006; SABBATINI, 2020; SHIFMAN, 2013). The data analysis method was based on the framing of the collected pieces in a taxonomic matrix adapted from the proposal of Chagas et al. (2017), which enabled the examination of memes based on the analytical instances namely: a) social function, b) thematic content and referential/ rhetorical nature, c) relationship between humor and text content, d)reading experience provoked by the narrative and political agenda, and e) the macro effect that communication intends to provoke socially. The findings reveal that the enunciator uses a diverse range of linguistic and discursive strategies to persuade and feed the repertoire of the non-critical reader, with the aim of discrediting the feminist movement. Thus, the results also suggest that the analyzed memes present themselves as important resources to guide proposals and educational reading practices, which constitute experiences of expansion of consciousness and problematize the oppressive enunciations that transit in virtual spaces, conveyed by communicative actions that reinvigorate the silencing of minority voices, through the relations of gender domination.