<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0102-7735</journal-id>
<journal-title><![CDATA[Revista Educação em Questão]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Educ. Questão]]></abbrev-journal-title>
<issn>0102-7735</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Rio Grande do Norte]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-77352020000100002</article-id>
<article-id pub-id-type="doi">10.21680/1981-1802.2020v58n55id18439</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Memes em aulas de língua inglesa: explorando práticas de multiletramentos]]></article-title>
<article-title xml:lang="es"><![CDATA[Memes en clases de lengua inglesa: explorando las prácticas de multilateralidad]]></article-title>
<article-title xml:lang="en"><![CDATA[Memes in English classes: exploring multiliteracy practices]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sorte]]></surname>
<given-names><![CDATA[Paulo Boa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Jefferson do Carmo Andrade]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Sergipe  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<volume>58</volume>
<numero>55</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-77352020000100002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-77352020000100002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-77352020000100002&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Os memes têm sido constantemente criados e compartilhados on-line como textos que retratam as mais distintas realidades, podendo propiciar diversas possibilidades no ensino de disciplinas escolares, como o Inglês. Este artigo tem o objetivo de analisar o uso de memes em aulas de Língua Inglesa por meio da Teoria dos Multiletramentos (LUKE, 2000; COPE; KALANTZIS, 2000, 2008; ROJO, 2012). A metodologia de pesquisa baseia-se em análise documental (LAVILLE &amp; DIONE, 1999) como uma extensão da revisão da literatura (MACHI; McEVOY, 2009). Um panorama teórico é apresentado sobre as concepções iniciais dos memes de acordo com os escritos de Dawkins (1976) e novas leituras sobre esse tipo de texto (LUKE, 2000; COPE; KALANTZIS, 2008; ROJO, 2012; CALIXTO, 2018). Como resultado, apontamos os memes como ferramentas direcionadas à construção de aulas de Língua Inglesa com aspectos mais críticos e reflexivos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Los memes se han desarrollado y compartido comúnmente como grandes potenciales para retratar diversas realidades. Este artículo tiene como objetivo analizar y discutir el uso de memes en clases de inglés a través de perspectivas basadas en la teoría de la multilateralidad (LUKE, 2000; COPE; KALANTZIS, 2000, 2008; ROJO, 2012). La metodología de investigación se basa en el análisis de documentos (LAVILLE; DIONE, 1999) como una extensión de la revisión de la literatura (MACHI; McEVOY, 2009). Se presenta una visión general teórica sobre las concepciones iniciales sobre los memes según los escritos de Dawkins (1976) y nuevas lecturas sobre este tipo de texto (LUKE, 2000; COPE; KALANTZIS, 2008; ROJO, 2012; CALIXTO, 2018). Como resultado, señalamos a los memes como herramientas destinadas a construir clases de inglés con aspectos más críticos y reflexivos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Aula de Língua Inglesa]]></kwd>
<kwd lng="pt"><![CDATA[Memes]]></kwd>
<kwd lng="pt"><![CDATA[Multiletramentos]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologias digitais]]></kwd>
<kwd lng="es"><![CDATA[Clase de idioma inglés]]></kwd>
<kwd lng="es"><![CDATA[Memes]]></kwd>
<kwd lng="es"><![CDATA[Multilateralidad]]></kwd>
<kwd lng="es"><![CDATA[Tecnologías digitales]]></kwd>
<kwd lng="en"><![CDATA[English Language classes]]></kwd>
<kwd lng="en"><![CDATA[Memes]]></kwd>
<kwd lng="en"><![CDATA[Multiliteracies]]></kwd>
<kwd lng="en"><![CDATA[Digital technologies]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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