Memes e argumentação: estratégias de leitura para os anos finais do ensino fundamental

Abstract

Working the argumentation present in memes in a contextualized way can be a more satisfactory way of inserting students into the world of reading argumentative texts. This is what this dissertation intends to demonstrate. For this, the methodological procedure had to be adapted. Although this work was designed to be developed through action research, due to the Covid-19 pandemic, the most viable option became the qualitative one, through documentary and bibliographic methods. In principle, it was necessary to understand language as a social practice, that is, something that is part of people's daily lives and that is supported by the interaction between the interlocutors. It is in this sense that the studies by Bakhtin (2003) contributed to the construction of the theoretical framework. Another contribution was the work of Kleiman (2013), which shows us the importance of considering the student's prior knowledge in the construction of the meaning of the text. From Textual Linguistics, a field of study by authors such as Van Dijk (2013) and Kock (1999) it is possible to understand that this construction of meaning goes beyond linguistic knowledge, and it is also necessary to activate knowledge of the world and encyclopedic knowledge. In relation to the argumentative typology, the choice of theoretical foundation was based on the works of Perelman and Tyteca (2014), with the Treaty of Argumentation or the new rhetoric, and of Abreu (2010) and Fiorin (2020), with the studies on the construction of the argumentation through argumentative strategies. The choice of the meme genre, very common in teenagers' daily lives and a reason for a lot of laughs by everyone, aims to meet the premise that the teaching-learning process should occur in a pleasant and pleasurable way. This theoretical and documentary survey, together with the proposed pedagogical intervention, brought as a result the evidence of the need, when developing reading comprehension, to take into account not only linguistic factors, but external issues that influence the construction of the meaning of the text. . In addition, it is clear that the teaching of reading techniques contributes satisfactorily to this practice. Therefore, the suggested pedagogical intervention proposal, based on studies on reading strategies carried out by Solé (1998), proves this understanding.