Memes em sala de aula: possibilidades para a leitura das múltiplas semioses

Abstract

With the dissemination of the TDIC (Digital Information and Communication Technology), there was a diversification of the semiotic resources for the organization of the texts that circulate in society and, consequently, the democratization of access to spaces of interaction. Thus, considering the configuration of texts that explore several languages simultaneously, the following problem was identified: What contributions can the meme genre offer to broaden reading proficiency and text production by high school students? This article aims to socialize the results of a research that analyzed the formative potential of working with memes in the classroom. From the work undertaken, it was verified that the genre meme presents substantial characteristics to think about the multisemiosis in the teaching of Portuguese language in the school and for the re-signification of methodologies for the expansion of abilities related to the multiletramentos related to the use of the different languages. In this way, it is important to emphasize that memes are configured as mechanisms that can provide a re-signification of the work with texts, once the conditions of production can be revisited.