O MEME COMO GÊNERO DISCURSIVO NO ENSINO DE LÍNGUA PORTUGUESA: MÚLTIPLOS LETRAMENTOS E AUTONOMIA DISCENTE EM PERSPECTIVA DIALÓGICA

Abstract

This article investigates how pedagogical work with memes can promote multiple literacies practices and contribute to the construction of student autonomy in Portuguese language teaching. Within the context of contemporary language practices, marked by the wide circulation of multimodal utterances in digital environments, the study is anchored in the dialogic perspective of language (Bakhtin, 2003, 2016, 2017; Voloshinov, 2021), which conceives of language as a historically situated social practice, in articulation with the notion of multiple literacies (New London Group, 2021), understood as socially constructed modes of meaning production in the face of semiotic multiplicity and the cultural and linguistic diversity that articulate discourses. From a methodological point of view, the article develops a learning itinerary with the meme discourse genre aimed at 9th-grade students, designed based on the principles of dialogism of the Bakhtin Circle to develop multiliteracies and student autonomy. Throughout the study, it becomes evident that the meme, as a concrete utterance circulating in specific social spheres, refracts values, ideological positions, and socially situated ways of speaking. Its insertion into the school context, when supported by consistent epistemological legitimation, makes it possible to shift language teaching from decontextualized approaches to discursive practices that demand responsive reading and production of meaning. In this way, pedagogical work with memes contributes to expanding multiple literacies practices and favors the construction of student autonomy in the teaching of Portuguese.