Meminó: uma proposta de jogo para o ensino de metáforas na educação básica

• Ano de defesa: 2020
• Autor(a) principal: Andrade, Édipo Santana Bispo
• Orientador(a): Marengo, Sandro Marcío Drumond Alves
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação Profissional em Letras
• Palavras-chave em Português: Língua portuguesa; Ensino fundamental; Metáfora; Memes; Jogos no ensino de língua portuguesa
• Link de acesso: http://ri.ufs.br/jspui/handle/riufs/13594

This final paper aimed to present the development of a pedagogical tool called Meminó, which was idealized and developed within the scope of the Mestrado Profissional em Letras (PROFLETRAS), at the Federal University of Sergipe - São Cristóvão Campus. Such input considered teachers and students of Portuguese as its target audience, focusing on the exploration of conceptual metaphors – as theorized in Cognitive Semantics (LAKOFF & JOHNSON, [1980] 2003) – in memes. The issue that motivated this work was the misinterpretation of multimodal texts by Brazilian students who study the Portuguese language. Such situation may be regarded to the lack of a proper conduction of pedagogical activities that basically explore metaphors in that textual typology by teachers, since it is often through that linguistic aspect that the effectiveness of its interpretation can be achieved (SWEETSER, 1990). The groups of students that were selected to work with this pedagogical material were in the last years of Elementary School, due to the indication of studies on metaphors at that level by some official educational documents of Brazil and the State of Sergipe, where the aforementioned tool was locally tested. The methodology of this work also took into consideration a survey applied on 46 students in two different seventh grade groups, in order to know which discursive genre and which themes they would like to deal in their classes. The preliminary results indicated meme as the discursive genre chosen and a) Digital Technology; b) Work, Consumerism and Financial Education; and c) Sexual Orientation as the respective themes chosen – all of them were based on two Brazilian official educational documents: Parâmetros Curriculares Nacionais (PCN) and Base Nacional Comum Curricular (BNCC). Thus, from the data collected, the paper-based game Meminó was developed. It can be used as a ratification tool for the learning of metaphors through a wide-ranging multimodal genre used by young people: the meme. After the development of the game, three applications were made with some Meminó prototypes: (i) one with Portuguese teachers who work at Brazilian public schools; (ii) another with a 7th grade group from a public school of the State of Sergipe; and (iii) a last one with a 9th grade group from the same school. The moments of usage of the product in the last two applications described were recorded in photos. After the applications of the game, students answered a survey in order to express their opinions about the pedagogical tool. All information collected were analyzed and presented in this final paper with the intention to check the possibility of replication of Meminó. In general, such data demonstrated positive responses to the game and its viability has been confirmed.