<?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>2178-2679</journal-id>
<journal-title><![CDATA[Revista Práxis Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Práx. Educ.]]></abbrev-journal-title>
<issn>2178-2679</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Sudoeste da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-26792022000100120</article-id>
<article-id pub-id-type="doi">10.22481/praxisedu.v18i49.11095</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[LEITURA CRÍTICA DE MEMES DA INTERNET EM AULAS DE LÍNGUA INGLESA]]></article-title>
<article-title xml:lang="es"><![CDATA[LECTURA CRÍTICA DE MEMES DE INTERNET EM CLASES DE INGLÉS]]></article-title>
<article-title xml:lang="en"><![CDATA[CRITICAL READING OF INTERNET MEMES IN ENGLISH LANGUAGE CLASSES]]></article-title>
</title-group>
<contrib-group>
<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 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[Barros]]></surname>
<given-names><![CDATA[Emanuelle Silveira Nunes]]></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[São Cristóvão, Sergipe]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Sergipe  ]]></institution>
<addr-line><![CDATA[São Cristóvão Sergipe]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Sergipe  ]]></institution>
<addr-line><![CDATA[São Cristóvão Sergipe]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>18</volume>
<numero>49</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-26792022000100120&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-26792022000100120&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-26792022000100120&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Memes podem ser definidos como pequenas unidades de sentido transmitidas e transformadas de pessoa para pessoa em processos de cópia e imitação (DÍAZ, 2013; DAWKINS, 1976). Com o passar do tempo, as teorias sobre memes foram revisitadas devido a questões contemporâneas envolvendo tecnologias na sociedade (SHIFMAN, 2014). Com base nesses aspectos, apresentamos e analisamos uma pesquisa documental (LAVILLE; DIONNE, 1999; FLICK, 2009) caracterizada pelo levantamento de memes da internet e uma proposta de sequência didática no contexto de aulas de língua inglesa. As análises foram fundamentadas na perspectiva da leitura crítica e da justiça social (JORDÃO, 2017). Como resultado, apontamos os memes como recursos potencializadores para o estabelecimento da crítica social em sala de aula, uma vez que eles podem retratar realidades diversas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: Los memes pueden ser definidos como pequeñas unidades de significado transmitidas y transformadas de persona a persona en procesos de copia e imitación (DÍAZ, 2013; DAWKINS, 1976). Con el tiempo, las teorías sobre los memes se han revisado debido a problemas contemporáneos relacionados con las tecnologías en la sociedad (SHIFMAN, 2014). A partir de estos aspectos, presentamos y analizamos una investigación documental (LAVILLE; DIONNE, 1999; FLICK, 2009) caracterizada por la encuesta de memes en Internet y una propuesta de secuencia didáctica en el contexto de las clases de lengua inglesa. Los análisis se basaron en la perspectiva de la lectura crítica y la justicia social (JORDÃO, 2017). En consecuencia, señalamos a los memes como recursos potencializadores para el establecimiento de la crítica social en el aula, ya que pueden retratar diferentes realidades.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: 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.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[leitura crítica]]></kwd>
<kwd lng="pt"><![CDATA[linguagem]]></kwd>
<kwd lng="pt"><![CDATA[memes da internet]]></kwd>
<kwd lng="es"><![CDATA[lectura crítica]]></kwd>
<kwd lng="es"><![CDATA[lenguaje]]></kwd>
<kwd lng="es"><![CDATA[memes de internet]]></kwd>
<kwd lng="en"><![CDATA[critical reading]]></kwd>
<kwd lng="en"><![CDATA[language]]></kwd>
<kwd lng="en"><![CDATA[internet memes]]></kwd>
</kwd-group>
</article-meta>
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