Meme: uma proposta para o uso de gênero digital no ensino de língua inglesa

Abstract

This work proposes the insertion of multimodal approaches in the classroom, as with the advent of the pandemic, people – and especially young people – became very involved with the internet and social media, starting to do more and more part of their reality, and with this in mind, the proposal for the use of technologies in the classroom was developed, as it is a recognition tool on the part of the student, with which they identify, thus generating interest on their part, with the intention of not only attract students' attention but teach them a certain subject, using these digital resources. With the focus on the English language, and the multimodal meme resource, the following question was raised: “How can the use of memes in English language classes contribute to the development of students' linguistic skills?”, therefore, with this question raised The objective was: To verify whether the meme can be a contributor, in the enrichment, of English language classes, enabling the student to develop communicative skills and abilities in this language, through an interesting tool for them and which has great possibilities , inserted into your daily life. With this, other proposals were raised, such as: 1. Propose, in the form of a workshop, the use of the Present Continuous theme through the Meme; 2. Offer the workshop to 1st year high school students integrated with the Ifap Advertising course technician – Santana campus; 3. Check students' perception of the proposed topic, based on the construction of their own memes. Therefore, a qualitative approach was adopted for the methodological procedures, with an approach to action research. To carry out this research, the participants were students in the 1st year of high school, in an integrated form, from the Advertising Technician course, at the Federal Institute of Amapá – Santana campus. Therefore, a workshop was offered to them, with the intention of verifying the points previously raised. The analysis of the results of such a procedure was verified through the Field Diary and the students' production. The field diary segment was based on the descriptive proposal made by Bogdan and Biklen (1982), in which the researchers' description and perception of the workshop offering was presented, followed by the analysis of the productions. With this, the results obtained demonstrated that the use of multimodal resources, specifically the meme, can be a very useful resource when inserted in the classroom, as they have stimulated the participation, interaction, expression and creativity of students, also highlighting the importance of grammatical reinforcement and the possibility of expressing oneself in a second language.