The meme genre in teaching figures of speech: a perspective under the bias of multiliteracies

Abstract

This research investigates the use of the meme as a didactic resource in the teaching of figures of speech, from the perspective of multiliteracies. Given the transformations brought about by Digital Information and Communication Technologies (DICTs), Portuguese language teaching must go mere approach beyond normative grammar and incorporate contemporary discursive practices that reflect digital culture. The study aims to reflect on the use of multimodal genres, highlighting memes, as a pedagogical resource for the teaching and learning of Portuguese, especially regarding the study of figures of speech. The methodology used is qualitative, analytical-discursive in nature, based on authors such as Bakhtin (2011), Rojo (2013), and the New London Group (2021). Memes widely shared on social media such as Facebook and Instagram were analyzed, selected for their use of figures of speech such as metaphor, irony, antithesis, and personification in their verbal-visual compositions. The analyses were conducted in light of dialogic theory, focusing on the social voices present in the statements. The results indicate that memes, due to their hybrid nature, promote a careful analysis of language, bringing school content closer to students' daily lives. This approach enhances the development of meaning, the identification of implicit discourses, and the creation of multimodal texts, contributing to the development of linguistic-discursive skills. It is concluded that the use of memes in classrooms constitutes an innovative pedagogical practice, aligned with the National Common Curriculum Base (NCCB) guidelines and the demands of digital culture.