Gêneros digitais: uma perspectiva de leitura multimodal aliada ao multiletramento no ensino de língua portuguesa por meio de memes

Abstract

Society is increasingly technological and this has affected the way people communicate and interact. As technology advances, the ways of reading and writing have changed over the years, and new digital genres have also emerged. With this, the need for digital literacy emerges, in which, for an individual to be considered digitally literate, according to Dias (2021), it is necessary that he knows how to communicate in different situations, seek and select information in the digital environment, as well as have a critical sense to assess his credibility. In this way, it is essential that the school is able to promote the development of skills so that young people can have access to digital literacy and be active subjects in society, capable of dealing with the different realities and social practices that exist. The National Common Curricular Base (BNCC) proposes that teaching be focused on multiliteracies practices, training individuals who can understand the functioning of different language practices, which involve orality, text production, reading and linguistic/semiotic analysis, to use such knowledge in different fields of social activity and in different media. Based on this and on the concept of multiliteracy proposed by the New London Group in 1996, linked to multimodality, this work aims to develop a didactic proposal for teaching reading to work in the classroom with the digital genre meme, due to its multimodal character and its recurrence in the social context of students, in order to foster the use of digital genres and technological resources as pedagogical strategies for the teaching of Portuguese Language in Basic Education. Our theoretical contribution is based on the reflections proposed by the 1996 manifesto, the conceptions of literacy by Soares (2002), the concept of multiliteracies by Rojo (2012), multimodality by Dionísio (2005), the origin of the term meme and its idea of propagation by Dawkins (2001) and what the BNCC suggests for the formation of critical readers from the use of digital genres and multimodality. The didactic proposal elaborated uses Dolz's model as a methodology; Noverraz and Schneuwly (2004) and brings the teaching of multimodal reading through the meme genre. We observed that it is necessary, as guided by the BNCC, that different media and technologies be used for the formation of subjects who can be active participants in society, and the use of this genre is a way to arouse the interest of students due to its frequent appearance in social networks used by them, its varied theme and formats, in which it is possible to work with multiple languages, interpretation, intertextuality and the development of criticality.