Os memes sob uma perspectiva multimodal: uma visão sociossemiótica da linguagem
Data
2024-05-28
Autores
Santos, Gislandia Martins dos 
Orientadores
Batista, Maria Eugenia
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Esta pesquisa tem como objetivo geral apresentar uma análise multimodal de um conjunto de memes replicados a partir de um meme do cartunista Genildo Ronchi, entre os anos de 2021 e 2023, grande parte deles replicados durante o período de isolamento e distanciamento em decorrência da pandemia da COVID-19, em que são considerados os modos imbricados e a construção de sentidos. Sob uma visão sociossemiótica da linguagem que entende o texto como resultado do entrelace entre prática social, contexto de cultura e uso de modos semióticos, este estudo tem como objetivos específicos a análise do meme original sob a perspectiva das metafunções representacional, interacional e composicional da Gramática do Design Visual; a investigação e discussão do modo verbal escrito, adicionado ao meme nas replicações e suas implicações para a composição visual e construção de sentido; e a análise do modo verbal escrito a partir do Sistema de Transitividade com foco nos processos a fim de identificar as experiências representadas. Essencialmente, os memes trazem em sua composição uma imagem, texto verbal ou vídeo com carga humorística, e são replicados pelos usuários da internet. Por ser um texto em destaque no atual contexto sociocultural, concebemos para esta pesquisa a investigação de aspectos multimodais, com vistas à sua possível aplicação para o ensino de leitura e escrita em língua inglesa na educação básica. A fundamentação teórica deste estudo é pautada na Linguística Sistêmico-Funcional (Halliday; Matthiessen, 2014 apud Fuzer; Cabral, 2014), na Sociossemiótica (Hodge; Kress, 1988) e na Gramática do Design Visual (Kress; van Leeuwen, 2021) para subsidiar a análise multimodal. A abordagem metodológica compreendida neste trabalho é qualitativa (Paiva, 2019), por meio da qual são analisados os modos visual e verbal de um corpus composto por 40 memes, resultantes de replicações da imagem criada por Ronchi com o acréscimo de elemento verbal em língua inglesa. Os resultados das análises nos revelam que, sob a ótica da Metafunção Representacional, evidenciamos que cada um dos participantes na imagem vê e percebe a realidade, representada no plano de fundo da imagem, por meio de um viés diferente. A análise sob a perspectiva da Metafunção Interacional revelou a não interação dos participantes na imagem com o leitor, tendo em vista que o vetor que estabelece a interação, direcionado pelo olhar, está voltado para as paisagens. A análise composicional, por sua vez, revelou a inter-relação dos modos visual, em especial o papel das cores, e verbal, na construção do valor da informação, saliência e enquadramento, bem como o papel do elemento verbal na transdução. A análise da Transitividade com foco nos processos, permitiu identificar a maior recorrência de processos mentais e materiais nas representações tragicômicas das experiências, vivenciadas em um período de isolamento durante a pandemia, instanciadas no modo verbal. Consideramos, portanto, que por meio desta pesquisa, foi possível observar a complexidade na composição de um meme e as implicações para sua leitura, compreensão e produção. Buscamos, assim, contribuir para os estudos sobre textos e multimodalidade com vistas a subsidiar a formação inicial e continuada de professores de língua, em especial de professores de língua inglesa, no que diz respeito ao trabalho de ensino de leitura e escrita em língua inglesa na educação básica.
This research aims to present a multimodal analysis of a set of memes replicated from an original meme by cartoonist Genildo Ronchi, between the years 2021 and 2023, with a significant portion of them replicated during the period of isolation and distancing due to the COVID-19 pandemic, considering the intertwined modes and meaning making. Through a socio-semiotic view of language that understands text as a result of the intertwining of social practice, cultural context, and the use of semiotic modes, this study has the following specific objectives: analyzing the original meme from the perspective of the representational, interactional, and compositional metafunctions of Grammar of Visual Design; investigating and discussing the written verbal mode added to the meme in its replications and its implications for visual composition and meaning making; and analyzing the written verbal mode through the Transitivity System with a focus on processes to identify the experiences represented . Essentially, memes comprise an image, verbal text, or video with humorous content and are replicated by internet users. Given their prominence in the current sociocultural context, this research conceives the investigation of multimodal aspects, aiming at their possible application for teaching reading and writing in English in basic education. The theoretical foundation of this study is based on Systemic Functional Linguistics (Halliday; Matthiessen, 2014; Fuzer; Cabral, 2014), Social Semiotics (Hodge; Kress, 1988), and the Grammar of Visual Design (Kress; van Leeuwen, 2021) to support multimodal analysis. The methodological approach adopted in this work is qualitative (Paiva, 2019), through which the visual and verbal modes of a corpus composed of 40 memes, replications of Ronchi's image with the addition of English language verbal element, are analyzed. The results of the analysis reveal that, from the perspective of the Representational Metafunction, each participant in the image perceives reality, represented in the background of the image, from a different bias. The analysis from the perspective of the Interactional Metafunction revealed that there is no interaction of the participants in the image with the reader, as the vector establishing interaction, directed by the gaze, is focused on the landscapes. The compositional analysis, in turn, revealed the interrelation between the visual mode, especially the role of colors, and verbal mode in the construction of information value, salience, and framing, as well as the role of the verbal element in transduction. The analysis of Transitivity with a focus on processes allowed the identification of the greater recurrence of mental and material processes in the tragicomic representations of experiences lived during the period of isolation due to the pandemic, instantiated in the verbal mode. Therefore, through this research, it was possible to observe the complexity in the composition of a meme and the implications for its reading, understanding, and production. We seek, thus, to contribute to studies on texts and multimodality with a view to supporting the initial and continuing education of language teachers, especially English language teachers, regarding the teaching of reading and writing in English in primary and secondary schools.
This research aims to present a multimodal analysis of a set of memes replicated from an original meme by cartoonist Genildo Ronchi, between the years 2021 and 2023, with a significant portion of them replicated during the period of isolation and distancing due to the COVID-19 pandemic, considering the intertwined modes and meaning making. Through a socio-semiotic view of language that understands text as a result of the intertwining of social practice, cultural context, and the use of semiotic modes, this study has the following specific objectives: analyzing the original meme from the perspective of the representational, interactional, and compositional metafunctions of Grammar of Visual Design; investigating and discussing the written verbal mode added to the meme in its replications and its implications for visual composition and meaning making; and analyzing the written verbal mode through the Transitivity System with a focus on processes to identify the experiences represented . Essentially, memes comprise an image, verbal text, or video with humorous content and are replicated by internet users. Given their prominence in the current sociocultural context, this research conceives the investigation of multimodal aspects, aiming at their possible application for teaching reading and writing in English in basic education. The theoretical foundation of this study is based on Systemic Functional Linguistics (Halliday; Matthiessen, 2014; Fuzer; Cabral, 2014), Social Semiotics (Hodge; Kress, 1988), and the Grammar of Visual Design (Kress; van Leeuwen, 2021) to support multimodal analysis. The methodological approach adopted in this work is qualitative (Paiva, 2019), through which the visual and verbal modes of a corpus composed of 40 memes, replications of Ronchi's image with the addition of English language verbal element, are analyzed. The results of the analysis reveal that, from the perspective of the Representational Metafunction, each participant in the image perceives reality, represented in the background of the image, from a different bias. The analysis from the perspective of the Interactional Metafunction revealed that there is no interaction of the participants in the image with the reader, as the vector establishing interaction, directed by the gaze, is focused on the landscapes. The compositional analysis, in turn, revealed the interrelation between the visual mode, especially the role of colors, and verbal mode in the construction of information value, salience, and framing, as well as the role of the verbal element in transduction. The analysis of Transitivity with a focus on processes allowed the identification of the greater recurrence of mental and material processes in the tragicomic representations of experiences lived during the period of isolation due to the pandemic, instantiated in the verbal mode. Therefore, through this research, it was possible to observe the complexity in the composition of a meme and the implications for its reading, understanding, and production. We seek, thus, to contribute to studies on texts and multimodality with a view to supporting the initial and continuing education of language teachers, especially English language teachers, regarding the teaching of reading and writing in English in primary and secondary schools.
Descrição
Citação
SANTOS, G. M. Os memes sob uma perspectiva multimodal: uma visão semiótica da linguagem. 28/05/2024. 131p. Dissertação (Mestrado em Letras) - Universidade Federal de São Paulo, Guarulhos, 2024.