Resumo

SORTE, Paulo Boa  e  SANTOS, Jefferson do Carmo Andrade. Memes in English classes: exploring multiliteracy practices. Rev. Educ. Questão [online]. 2020, vol.58, n.55, e18439.  Epub 29-Jan-2021. ISSN 1981-1802.  https://doi.org/10.21680/1981-1802.2020v58n55id18439.

Memes have been constantly created and shared online, as they appear to be potential sources for portraying different realities. This paper aims at analyzing the use of memes in English classes through the Theory of Multiliteracies (LUKE, 2000; COPE; KALANTZIS, 2000, 2008; ROJO, 2012). Possibilities of working with this digital text, which go beyond the simple linguistic decoding, are pointed out throughout this paper. The research methodology is based on documentary research (LAVILLE; DIONE, 1999) as an extension of literature review (MACHI; McEVOY, 2009). A theoretical overview is presented on the initial conceptions of memes according to the writings of Dawkins (1976) and new readings on this kind of text (LUKE, 2000; COPE; KALANTZIS, 2008; ROJO, 2012; CALIXTO, 2018). As a result, we have pointed out memes as tools that are geared towards developing critical and reflective English classes.

Palavras-chave : English Language classes; Memes; Multiliteracies; Digital technologies.

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