Educação midiática nos anos finais do ensino fundamental: exercício de autoria e criticidade através da criação de memes
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Data
2022-03
Autores
Orientador
Carreira, Susana Paula Graça
Banca
Hattge, Morgana Domenica
Schwertner, Suzana Feldens
Amado, Nélia Maria Pontes
Jacinto, Hélia Maria Da Venda
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Resumo
O trabalho de pesquisa está inserido no Programa de Mestrado em Ensino e na Linha de Pesquisa Recursos, Tecnologias e Ferramentas no Ensino. O estudo objetivou compreender a capacidade de autoria, levando em conta aspectos da criatividade e da criticidade, de um grupo de alunos de 6.o e 7.o anos do Ensino Fundamental, na análise e criação de memes no espaço escolar, tendo por base uma proposta de educação midiática. Tal objetivo se conjuga com o propósito de transformação da prática pedagógica, no sentido de fazer com que as linguagens dos memes se tornem um veículo de conhecimento e reflexão para os alunos. Os memes refletem uma linguagem em que se combinam poucas palavras, porém com grande impacto imagético e comunicativo, bem como trazem toques de humor, crítica, deboche, ironia e atravessam o momento sócio-histórico em que nos encontramos. Destaca-se que o uso dos memes, como uma linguagem líquida, efêmera e volátil, pode trazer, em algumas situações, conteúdos que agridem as minorias e ser uma forma de se propagar desinformação. As escolas, enquanto espaços formais de aprendizagem, necessitam extrair o melhor das diversas linguagens digitais, as quais fazem parte da cultura digital dos alunos, sendo o resgate do gênero textual digital meme uma forma de se estabelecer o diálogo entre sociedade e educação. Como metodologia utilizou- se a pesquisa-ação, tendo como foco a investigação das linguagens líquidas, como a dos memes, no sentido de reunir esforços de conscientização na perspectiva da construção da responsabilidade e da cidadania digital. Foi posta em prática uma proposta pedagógica de educação midiática planificada em diferentes momentos (dez aulas) com a criação de memes e a realização de questionários. Tal proposta foi realizada através de encontros online em duas instituições, uma privada e outra pública, envolvendo alunos de 6. o e 7.o anos, respectivamente, em um total de treze participantes. A análise dos dados foi realizada tendo por base a Análise de Conteúdo sob a perspectiva da Bardin (2016). As conclusões enfatizam a importância das escolas se apropriarem de linguagens como a dos memes que se reportam, para além das mensagens, a formas de pensar e de se posicionar, explorando os potenciais ângulos que favoreçam a participação cívica na web, sob uma abordagem de autoria reflexiva e crítica, tendo por base uma proposta didática de educação midiática.
The research study is inserted in the Master’s Degree Program in Teaching and in the Research Line on Resources, Technology and Tools in Teaching. Based on a didactical proposal in media education, the study aimed to understand the authorship ability of a group of sixth and seventh grade students in the analysis and creation of memes in the school environment, considering aspects of creativity and criticality. This aim is combined with the purpose of transformation of pedagogical practices in the sense of making the language of memes becoming a vehicle of knowledge and reflection. The memes show a language in which few words are used, but they have great imagery and communicative impact, as well as reflect a style of language that impacts, while they also bring a touch of humour, criticism, debauchery, irony, among other aspects, which makes them very popular in the socio-historical moment in which we found ourselves. It is important to highlight that the use of memes as a liquid language, in some situations, brings contents that attack minorities and can be a way of spreading disinformation. The schools, as formal spaces of learning, need to take the best of the diverse technological tools. As they are part of the student’s digital culture, the rescue of this digital textual genre is a way of stablishing the dialogue between society and education. Concerning the study methodology, an action- research approach was adopted, with a focus on investigating the liquid languages, such as the memes, from the perspective of the students’ construction of responsibility and digital citizenship. A pedagogical proposal for media education was developed, planned in different moments (ten classes) and implemented, based on the students’ creation of memes and on their answering to questionnaires. This proposal has been implemented through synchronous meetings in two institutions, a private and a public one, with students from the sixth and seventh grade, respectively, in a total of thirteen participants. The data analysis was performed based on the Content Analysis from the perspective of Bardin (2016). The conclusions emphasize the importance of schools appropriating languages such as the memes, that refer, in addition to messages, to ways of thinking and positioning for exploring some of the potential perspectives that favour the civic participation in the web, under a reflective and critical approach, based on a teaching proposal for media education.
The research study is inserted in the Master’s Degree Program in Teaching and in the Research Line on Resources, Technology and Tools in Teaching. Based on a didactical proposal in media education, the study aimed to understand the authorship ability of a group of sixth and seventh grade students in the analysis and creation of memes in the school environment, considering aspects of creativity and criticality. This aim is combined with the purpose of transformation of pedagogical practices in the sense of making the language of memes becoming a vehicle of knowledge and reflection. The memes show a language in which few words are used, but they have great imagery and communicative impact, as well as reflect a style of language that impacts, while they also bring a touch of humour, criticism, debauchery, irony, among other aspects, which makes them very popular in the socio-historical moment in which we found ourselves. It is important to highlight that the use of memes as a liquid language, in some situations, brings contents that attack minorities and can be a way of spreading disinformation. The schools, as formal spaces of learning, need to take the best of the diverse technological tools. As they are part of the student’s digital culture, the rescue of this digital textual genre is a way of stablishing the dialogue between society and education. Concerning the study methodology, an action- research approach was adopted, with a focus on investigating the liquid languages, such as the memes, from the perspective of the students’ construction of responsibility and digital citizenship. A pedagogical proposal for media education was developed, planned in different moments (ten classes) and implemented, based on the students’ creation of memes and on their answering to questionnaires. This proposal has been implemented through synchronous meetings in two institutions, a private and a public one, with students from the sixth and seventh grade, respectively, in a total of thirteen participants. The data analysis was performed based on the Content Analysis from the perspective of Bardin (2016). The conclusions emphasize the importance of schools appropriating languages such as the memes, that refer, in addition to messages, to ways of thinking and positioning for exploring some of the potential perspectives that favour the civic participation in the web, under a reflective and critical approach, based on a teaching proposal for media education.
Descrição
Palavras-chave
Meme; Criticidade; Cultura digital; Criatividade; Educação midiática; Criticality; Digital culture; Creativity; Media education
Citação
SANTOS, Rosana Lodi Lourenço. Educação midiática nos anos finais do ensino fundamental: exercício de autoria e criticidade através da criação de memes. 2022. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 14 mar. 2022. Disponível em: http://hdl.handle.net/10737/3407.