Resumo

SANTOS, Jefferson do Carmo Andrade; SORTE, Paulo Boa  e  BARROS, Emanuelle Silveira Nunes. CRITICAL READING OF INTERNET MEMES IN ENGLISH LANGUAGE CLASSES. Práx. Educ. [online]. 2022, vol.18, n.49, e11095.  Epub 04-Jul-2023. ISSN 2178-2679.  https://doi.org/10.22481/praxisedu.v18i49.11095.

Memes can be defined as small units of meaning transmitted and transformed from person to person in processes of copy and imitation (DÍAZ, 2013; DAWKINS, 1976). As time went by, the theories about memes were reviewed due to contemporary issues regarding technologies in society (SHIFMAN, 2014). In face of these aspects, we present and analyze documentary research (LAVILLE; DIONNE, 1999; FLICK, 2009) characterized as a data collection of memes and a didactic sequence in the context of English language classes. Our analyses were based on the perspective of critical reading and social justice (JORDÃO, 2017). As a result, we point out memes as potential resources for the establishment of critique in classroom since they can portray diverse realities.

Palavras-chave : critical reading; language; internet memes.

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