Leitura e produção textual de memes na escola pública: possibilidades para uma educação crítica em língua inglesa
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| Hlavní autor: | |
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| Datum vydání: | 2025 |
| Médium: | Master thesis |
| Jazyk: | por |
| Zdroj: | Repositório Institucional da UFG |
| Download full: | http://repositorio.bc.ufg.br/tede/handle/tede/14039 |
Shrnutí: | This dissertation aimed to investigate the outcomes of reading and text production activities using memes in a public school classroom, seeking to understand how these texts can contribute to critical language education in English language teaching. The specific objectives were: to problematize how interaction occurred through memes chosen by the students; to discuss the interaction regarding memes also selected by the students, focusing on cultural stereotypes; and to analyze the characteristics of the students' text productions and presentations. The research is grounded in the critical language education approach, anchored in the theoretical contributions of Freire (1999), Pennycook (2021), and Monte Mor (2018). Additionally, it adopts the concept of critical digital literacy and explores memes as a textual genre, highlighting their multimodal aspects and their role in constructing and deconstructing social stereotypes, as discussed by Shifman (2014). The qualitative methodology was structured as a case study in a 9th-grade class at a municipal school in Abadia de Goiás, involving 25 students. The empirical material was generated through questionnaires, classroom interactions recorded on video, students' productions, a research journal, and group discussions. The findings indicate that, in the analysis of memes chosen by the students, they were able to easily identify elements of humor and social critique but showed difficulty recognizing implicit discourses and their connections to broader social issues. Regarding the interaction about memes addressing cultural stereotypes, the students identified explicit biases but struggled to relate them to historical and global contexts, highlighting the need for greater pedagogical mediation. Finally, in meme production, students tackled themes such as social inequality, power relations, and prejudice, but also reproduced stereotypes in some of their creations, revealing progress in critical thinking, though gaps remain to be addressed. Overall, the research demonstrates the potential of memes as a pedagogical tool in English teaching, aiming to foster more reflective and critical language education, though challenges such as the students’ initial resistance and the need for greater technical support were also identified. |