Memes e outros gêneros digitais sob a ótica do racismo e do antirracismo: Uma proposta de leitura a partir de análises documentais

Abstract

This Final Course Final Paper addresses reading and aims to contribute to the understanding of official and normative documents that regulate and guide teaching at national, state and classroom levels, using documentary research methodology with a qualitative approach, with support in Lüdke and André (1986) and of an applied nature, according to Silveira and Córdova (2009). The document analysis took place through thematic categories, that were defined as: 1) fighting racial prejudice and 2) reading the diversity of digital genres. With the primary purpose of analyzing the journalistic/media field of the Portuguese Language curricular component in the Common National Curriculum Base (BRASIL, 2018), in the Reference Curriculum of Minas Gerais (MINAS GERAIS, 2018) and in the Tutored Study Plans (PET, 2020) of the final years of elementary school for the state of Minas Gerais, a study was carried out to understand on how reading was approached in documents. The reading/listening axis for the 8th grade was observed and examined: skills in this field (6th to 9th grade, 8th and 9th grade and 8th grade) at BNCC and CRMG and in Tutored Study Plan activities. As specific objectives, I intended: 1. To analyze the reading skills of the journalistic-media field of the 8th grade, included in BNCC, CRMG and PET/2020; 2. Make a survey of the genres for digital reading, proposed by BNCC, CRMG and PET in this field and year; 3. Develop a proposal for teaching reading, having as a starting point a digital genre (meme), from a necessary theme, racism. For the theoretical framework on reading, I selected Freire (1980), Menegassi (2010), Kleiman (2004; 2014); and Vóvio (2010), among others. In order to support my understanding of discourse genres, the chosen authors were: Rojo (2007) and Bakthin (1996; 2011). To support the work in Applied Linguistics, I used Damianovic (2005) and Moita Lopes (2006). Starting From research results: impossibility of what is proposed in the documents about the use of digital genres with practice in the classroom, a proposal for teaching reading was elaborated according to the dialogical conception of language and the processes of understanding, interpretation and active replication in the reading of digital genres, based on the theme: racism.