Memes sobre pós-graduação: uma análise semiótica na rede social Instagram

Abstract

Due to the fact that the contemporary world has been designed, in its majority, from socio virtual practices, which are attached to comunication; it matters to know how this fast growing is crossed by comunicational techniques and strategies, by tactics of power and social projects, that make explicit the virtual subjects in the cyberspace. In this conjuncture, the texts that circles exert a potentiation on the virtual and social subjects. Even at fast transmission in the cyberspace, the language is made of meanings and multi-semiotic, so that its countless inovations bring in itself the need of studying of the social medias. That being said, this dissertation consists in the analyses of memes about the graduation theme, published in the Instagram social network, having as base the French semiotic theory. For that, the work is developed from the following research question: Which enunciative mechanisms are built in the plan of content and expression, as discursive strategies by the emitters/receivers in the memes about the graduation discourse? From the Greimasian theory and its supporters, they objectify to infer the revealed feelings in the memes, while discourse genre, that promote those enunciative and argumentative strategies and verify how the discouses on those memes are published and make sense in the experience of the graduation. The course engaged in the research is the qualitative method. The corpus is composed by the total of six memes, where two were selected for each theme: expectation/reality; relation with tutor/examiners and emotional health. The pages chosen, from Instagram social network, present content aimed at students or people who have interest in graduation (@mestradoarrombado, replaced by @universodocientista; @mestradodadepressão; @pós-graduaçãomemes; @pós-graduaçãodadepressão; @tudosobreposgraduação). The analysis of the data unveil a meaningful process, where the effect of meaning produced by and in the memes gives in through humor strategies, upon verb and visual resources. The results achieved uncloak semantic representations, with predominance to the emotional processes lived by the subjects of discourse in the memes. Therefore, the conclusions from the research reflect about the significance from the subject who represented his/her thematic role as a student, going through the isotopy of the academic context.