Memes: o limite entre o humor e o preconceito

Abstract

This work aims to address digital genres disseminated on social networks, memes, texts which young people have access to on a daily basis. Critical reading, in which homophobic, racist and sexist speeches are identified by students, is the main purpose. Qualitatively, this work will be based on bibliographical studies under normative biases Law of Guidelines and Bases of National Education (LDBEN 9394/96), Base Nacional Comum Curricular (BNCC). In addition, from the perspective of authors such as Antunes (2003), Bagno (2014), Elias (2018), Rojo (2019) and Soares (2020) when dealing with didactic and methodological issues of the school space. Still, to contribute to the textual issues, Koch and Elias (2018), Marcuschi (2013), Ribeiro (2016) and Dawkins (2007) were fundamental to contextualize this work. Also, to guide the issues related to the discourse, some authors were listed, namely: Fiorin (1989), Votre (2019), Amossy (2016), Possenti (2018). Thus, it is expected that the pejorative, discriminatory and criminal content contained, implicitly and explicitly, in memes are promptly identified and repudiated by young people, the main users of the digital space.