Gênero meme verbo-imagético : trabalhando a construção de sentidos de textos multimodais no 9º ano do ensino fundamental

Abstract

With technological advances, the world and the way we communicate have become increasingly multimodal. With this perspective, and due to the growing interest of adolescents in the digital world, the educator understands the necessity to adapt their practices to these new changes. According to the Parâmetros Curriculares Nacionais (PCN), the text must be the basic unit of Portuguese language teaching. The Diretrizes Curriculares do Ensino Fundamental of the city of Teresina-PI corroborate this recommendation, since they propose that the student should be in contact with the various textual genres. In this context, students still face many difficulties in understanding multimodal texts, which combine verbal and non-verbal language. Therefore, this research aims to investigate the reading strategies applied to the construction of senses of verbal-imagery genres in the 9th year of primary education. In order to do so, it is based on the work with the verb-imagery meme genre, with the purpose of understanding the strategies responsible for establishing the proper relations between verbal and non-verbal languages, as well as the processes of reference, seen as essential processes in textual progression and in the reading comprehension of these texts. Based on the theoretical aspects of Textual Linguistics, this work is based on authors such as Marcuschi (2000, 2008, 2010), Cavalcante (2014, 2016), Koch (2014, 2015), Dionísio (2011), Dawkins Leewen (1996), Rojo (2012), among others. The research is methodologically characterized as a field research, of a descriptive character, with a qualitative-quantitative approach of the data. In the first analyzes, made from the results of an external evaluation applied to a 9th grade class of a municipal public school in Teresina-PI, it was verified that the students presented a low performance in the reading comprehension skills. This fact was observed mainly in multimodal texts. In this sense, this evaluation, besides the daily monitoring in the classroom, was a fundamental instrument for understanding the need for a systematic work with the reading comprehension of these genres. The aforementioned test enabled the detection of the abilities in which the students presented low performance, as well as the organization of a set of categories that aimed to analyze the difficulties of the students. The analysis of the data found in the diagnostic activity resulted in the presentation of a didactic proposal, in which the reading strategies of the multimodal texts, particularly of the verb-imagery meme genre, are privileged. This proposal should be seen as a suggestion of intervention to broaden students' reading competence regarding the construction of the meanings of multimodal texts.