Projeto didático de letramentos: potencialidades do gênero meme para a formação de sujeitos críticos

Abstract

In this research, using the action research methodology, I investigated the effectiveness of a didactic literacy project focusing on reading and meme production to promote active participation of students and develop critical reading skills, textual interpretation and creative writing production. After applying a diagnostic questionnaire to a ninthgrade class, we implemented the project centered on virtual multimodal texts, especially memes, to raise awareness about the impacts of advertising discourses on selfesteem and distortion of self-image, especially among young audiences. At the end of the intervention proposal, the students produced memes linked to the theme 'Ethics, conscious consumption, and self-esteem'.The research was based on the Pedagogy of Multiliteracies (Grupo de Nova Londres, 1996; Cazden et al., 2021), validated by Kalantiz, Cope and Pinheiro (2020), and theorists such as Ribeiro (2016), Rojo and Barbosa (2015 ), and Rojo and Moura (2012), addressing multiliteracies linked to digital technologies. Bakhtin (1998, 2004) contributed to the conception of speech genres, while the theories of Marcuschi (2008), Solé (1998) and Koch and Elias (2002, 2010, 2011) were relevant in studies focused on textualization and reading and writing strategies. The project structure was inspired by the Didactic Sequence by Dolz, Noverraz and Schneuwly (2004). However, it was adapted according to the reality of the application context as supported by Costa-Hubes and Simioni (2014), and Magalhães and Cristóvão (2018). The meme approach was supported by Araújo et al. (2020); Chagas (2021); Domingues and Pesce (2023); Furtado (2018); Lima Neto (2014); Oliveira, Bezerra and Lêdo (2020). The analysis criteria were established based on Guerra and Botta (2018), and Ribeiro (2021). The results of data collection revealed that students effectively mobilized different ways to express themselves on the topic, demonstrating an active stance. The productions demonstrated the significant involvement of students in the current and relevant topic. That said, the didactic literacy project, centered on teaching the meme genre to discuss the impacts of persuasive marketing speeches on self-esteem, proved to be positive in the development of students' virtual multimodal reading and writing skills.