NAS ONDAS DO MEME EM PROL DO MULTILETRAMENTO

Abstract

This paper aims to discuss multiliteracy, as prescribed in the Common National Curriculum Base (BNCC), to problematize and, especially, to study the possibilities of analyzing multisemiotic texts (the so-called "memes") that circulate on the web. This is a work to build a didactic model of the meme genre in order to provide tools for teachers and textbook makers to do a good job of teaching, as between the BNCC as a prescription and performing the activities a good distance away. For this, we use the references of Sociodiscursive Interactionism (BRONCKART, 1999) in which they act decisively in the didactics of languages through the teaching of textual genres (DOLZ; SCHNEUWLY, 2004), as well as the studies of Wulf (2013), Lemke (2010); Santaella (2010); Rojo (2012; 2013); Rojo e Moura (2019) that focus on the mimetic, multisemiotic aspects of language. We emphasize that with a multiplicity of values (LEMKE, 2010) and, on the other hand, with the immediacy in the apprehension and construction of the senses (SANTAELLA, 2010), the process of language teaching and learning increasingly demands a pedagogy of multiliteracy. (New London Group, 1996), since, according to Kleiman and Morais (1999, p.92), the new technologies did not “usurp” language but multiply it, as memes do. Having a relativized authorship, the meme is a genre that goes viral in web, dialoguing with different themes and texts, (de)constructing multiple behaviors, ideas and ideals, in a clash of verbal and nonverbal voices (static or not), which makes the meme an useful teaching resource for a teaching more critical and conscient and also allows us a discussion about the importance of the BNCC guidelines, still incomplete, on the subject.