Banca de DEFESA: TARCILA OVÍDIO SOBREIRA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : TARCILA OVÍDIO SOBREIRA
DATE: 06/08/2025
TIME: 10:00
LOCAL: Plataforma RNP
TITLE:

MEMES AND READING COMPREHENSION: DIDACTIC CIRCUIT FOR ELEMENTARY SCHOOL.

KEY WORDS:

Reading comprehension, Collaborative learning, Memes

PAGES: 116
BIG AREA: Lingüística, Letras e Artes
AREA: Letras
SUBÁREA: Língua Portuguesa
SUMMARY:

This dissertation proposes a didactic sequence aimed at developing reading comprehension skills in elementary school, using the meme as the central textual genre. Basead on in Bakhtin’s (1997) dialogic perspective of language and in the concepts of multiliteracies and critical reading from authors such as Koch (2009a, 2009b), Rojo (2012), and Marcuschi (2008), this work connects theory and practice to explore the educational potential of memes in schools. Despite their strong presence in digital culture, memes are still rarely addressed systematically in the classroom and are often viewed merely as illustrative resources. This study seeks to fill this gap, highlighting how this genre can serve as a powerful tool to develop skills such as inference, intertextuality, and critical Reading. The research was applied with an 8th-grade class in an elementary public school in Volta Redonda, RJ, adopting a qualitative action research approach. The didactic sequence included diagnostic activities, dialogic lectures, collaborative tasks, and guided meme analyses, engaging students as active agents in the process. In addition to improving linguistic skills, the activities encouraged reflections on transversal contemporary topics such as ethics, citizenship, diversity, and socio-environmental issues, aligning with the guidelines of the Brazilian National Common Curricular Base (BNCC). The results showed that memes, by combining verbal and visual language and widely circulating on social medias, awaken students’ interest in reading and critical interpretation, allowing a reading that goes beyond literal decoding. Students were able to identify intertextualities, make inferences, and critically discuss implicit meanings, strengthening their capacity for reflective and contextualized reading. Class 801, which participated in the sequence, showed high engagement, contributing significantly to the development of the work. The transformative potential of the proposal is confirmed. In conclusion, the use of memes as a teaching object legitimizes school practices that not only dialogue with students’ realities but also value language as sociais practice. The proposed didactic sequence contributes to re-signifying reading instruction in the school context, encouraging the formation of critical and conscious readers. The experience revealed the importance of a teaching practice open to dialogue, experimentation, and constant reinvention, reaffirming teaching as movement, affection, and commitment to social transformation.

COMMITTEE MEMBERS:
Externo à Instituição - ALEXANDRE BATISTA DA SILVA - UERJ
Presidente - 1735678 - ANGELA MARINA BRAVIN DOS SANTOS
Interno - 1456413 - WAGNER ALEXANDRE DOS SANTOS COSTA