Referencing processes in the multimodal genre meme: proposed application to the teaching of reading
Various multimodal text genres circulate more frequently in social networks than in other spaces of social interaction, such as the meme, which plays an important role in the daily lives of school-aged children. The activity of reading in the multimodal materiality of texts is therefore a topic of i...
| Autores: | , , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Recursos: | Instituto de Língua Portuguesa do Liceu Literário Português |
| Repositorio: | Confluência (Rio de Janeiro. Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.emnuvens.com.br:article/1326 |
| Acesso em linha: | https://revistaconfluencia.org.br/rc/article/view/1326 |
| Access Level: | acceso abierto |
| Palavra-chave: | Reading Memes Multimodality Leitura Multimodalidade |
| Resumo: | Various multimodal text genres circulate more frequently in social networks than in other spaces of social interaction, such as the meme, which plays an important role in the daily lives of school-aged children. The activity of reading in the multimodal materiality of texts is therefore a topic of interest for teachers and researchers. Therefore, the aim of this article is to reflect on the incorporation of the textual genre meme in everyday school life in the Portuguese classroom and to didacticize the structural conceptualization (COSTA, 2018) in reading and interpretation activities. Thus, this study is propositional and hypothesises that multimodality in the meme genre can receive a theoretical and methodological treatment that provides a basis for studying the dialogue between different languages and their communicative contexts. |
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