A gramática como pretexto para estudar o texto: o meme na sala de aula do ensino fundamental – anos finais

Abstract

This work deals with a proposal for teaching Portuguese in the 8th year of elementary school, using grammar as the pretext for establishing a critical-reflective reading of the text Meme. Thus, our general objective is to analyze the result of this teaching proposal, based on our pedagogical and theoretical-methodological intervention on the teaching of word classes, focusing on the noun, in use and functionality in the linguistic structures of the Memes. This proposal is justified by the concern for teaching grammar with awareness of linguistic use and functionality by the student, in order to establish a conscious and critical reading of texts that circulate socially. We base our work on the Sociointeractionist approach, from the studies of Antunes (2003; 2007), Franchi (1991; 2006), Travaglia (2006; 2011), Freire (2006), Geraldi (2011) and Kleiman (2011); in addition to scholars working with Portuguese in Basic Education, such as Bechara (2002; 2006), Neves (1997), Perini (2004); as well as the scholars who work with media texts - the Memes: Dawkins (2001), Guerreiro and Soares (2016), Recuero (2009), Fontanela (2009), Rojo and Barbosa (2015). Regarding the methodology, our research is of a qualitative (quanti) character, going through three stages: a Diagnostic Assessment; a Formative Intervention; and a Summative Assessment. Such steps enabled a result with significant advances in terms of the teaching-learning tripod: at the grammatical level - study of linguistic structures, focusing on the noun; at the textual level - study of the composition of the Meme text; and at the level of textual understanding through a critical-reflective look.