A retextualização de crônicas para memes como estratégia de leitura de textos literários

Abstract

With the digital advent, the search for pedagogical practices that seek to link the teaching of the Portuguese language to digital literacy practices is becoming more and more urgent in order to awaken students’ interest in Portuguese language classes and expand their reading skills. This work aims to present a proposal for a teaching project developed, through textualization activities, focusing on two genres - the literary chronicle and the meme, with the students of the 9th grade of the middle school, in the perspective of bringing them of literary literacy practices and expand their knowledge regarding information inference, in order to contribute to their formation as a critical and reflective reader. The research has a qualitative, interventionist character and was applied to middle school students from a public school in the Zona da Mata Mineira and is justified by proposing reflections on contemporary pedagogical practices aimed at training the literary reader, as well as developing a skill of essential reading for the understanding of all genders - inference. In addition, it seeks to associate the teaching-learning process with a genre widely used by students - the meme, which will be associated with the chronic genre, since both play the role of developing a critical and reflective worldview in the reader. The information for the research was obtained through notes in the diary of the teacher-researcher, audio recordings, in addition to the analysis of the questionnaires and memes produced. To carry out the studies, the competences suggested by the National Common Curricular Base (BNCC in portuguese) are considered, and the theoretical framework is based mainly on the following works: Retextualização de gêneros escritos (2007), by Regina L. Dell'Isola ; Estética da criação verbal (1997), by Mikail Bakhtin O gene egoísta (2207), by Richard Dawkins; “O direito à literatura”, published in Vários escritos (2004), by Antônio Candido; Letramento literário: teoria e prática (2016), by Rildo Cosson; Gêneros orais e escritos na escola (2004), by Joaquim Dolz and others authors. In Addition, we also used works by Luiz Marcuschi e Jorge Sá, such as Da fala para a escrita: atividades de retextualização (2001) and A crônica (2008) respectively. The research results pointed out that the textualization process, linked to the proposed genres, contributed to expand the inferential reading skills related to irony, humor and criticism, as well as to relate the literary literacy process to a pleasant, contemporary practice capable of stimulating effective reading of these textual genres.