<?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>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762024000100228</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2024v22e57338</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Memes como Proposição de Autoria, Interlocução e Colaboração em Rede]]></article-title>
<article-title xml:lang="en"><![CDATA[Memes as a Proposition of Authorship, Interlocution and Collaboration on a Network]]></article-title>
<article-title xml:lang="es"><![CDATA[Los Memes como Propuesta de Autoría, Interlocución y Colaboración en Red]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Almeida]]></surname>
<given-names><![CDATA[Wallace Carriço de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Rosemary dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Amaral]]></surname>
<given-names><![CDATA[Mirian]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal Rural do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Fundação Getulio Vargas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>22</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762024000100228&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762024000100228&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762024000100228&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste artigo, inspirado em pesquisa realizada em uma universidade pública e em discussões em nossos grupos de pesquisa, objetivamos compreender como os memes potencializam autorias, interlocuções e colaborações acerca das relações sociais, políticas e culturais, na educação online. Para isso, adotamos como metodologia a bricolagem da ciberpesquisa-formação (Santos, 2019) à multirreferencialidade (Ardoino, 1998) e à abordagem das pesquisas com os cotidianos (Certeau, 2013), o que propiciou a emergência de narrativas autorais - textuais, sonoras e imagéticas, em diferentes formatos e linguagens, na produção crítica de memes voltados às práticas dos alunos, reveladora de seus dilemas e promotora de novos contextos de aprendizagem significativa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In this article, inspired by research carried out at a public university and discussions in our research groups, we aim to understand how memes enhance authorship, dialogue and collaboration about social, political and cultural relations in online education. For this, we adopted as a methodology the bricolage of cyber-research-training (Santos, 2019) to multi-referentiality (Ardoino, 1998) and the approach of research with everyday life (Certeau, 2013), which led to the emergence of authorial narratives - textual, sound and imagery, in different formats and languages, in the critical production of memes aimed at students' practices, revealing their dilemmas and promoting new contexts of meaningful learning.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este artículo, inspirado en investigaciones realizadas en una universidad pública y discusiones en nuestros grupos de investigación, pretendemos comprender cómo los memes potencian la autoría, el diálogo y la colaboración sobre las relaciones sociales, políticas y culturales en la educación en línea. Para ello, adoptamos como metodología el bricolaje de la ciberinvestigación-formación (Santos, 2019) a la multirreferencialidad (Ardoino, 1998) y el abordaje de la investigación con la cotidianidad (Certeau, 2013), lo que propició el surgimiento de narrativas autorales - textuales, sonoras e imaginarias, en diferentes formatos y lenguajes, en la producción crítica de memes dirigidos a las prácticas de los estudiantes, revelando sus dilemas y promoviendo nuevos contextos de aprendizaje significativo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[redes sociais]]></kwd>
<kwd lng="pt"><![CDATA[memes]]></kwd>
<kwd lng="pt"><![CDATA[bricolagem metodológica]]></kwd>
<kwd lng="pt"><![CDATA[narrativas autorais]]></kwd>
<kwd lng="pt"><![CDATA[multi (letramentos)]]></kwd>
<kwd lng="en"><![CDATA[social networks]]></kwd>
<kwd lng="en"><![CDATA[memes]]></kwd>
<kwd lng="en"><![CDATA[methodological bricolage]]></kwd>
<kwd lng="en"><![CDATA[authorial narratives]]></kwd>
<kwd lng="en"><![CDATA[multi (letters)]]></kwd>
<kwd lng="es"><![CDATA[redes sociales]]></kwd>
<kwd lng="es"><![CDATA[memes]]></kwd>
<kwd lng="es"><![CDATA[bricolaje metodológico]]></kwd>
<kwd lng="es"><![CDATA[narraciones autorales]]></kwd>
<kwd lng="es"><![CDATA[multi (alfabetización)]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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