From classic to meme: a pedagogical approach based on intersemiotic translation in favor of reading education
Reading. Education of the reader. Intersemiotic translation. Classic literary works. Memes.
This dissertation presents a multiple case study in favor of reading education. It is based
on a pedagogical approach guided by discourse genres, literary literacy and digital
literacy. The research, aims to investigate the development of reading ability of students
it comes from reading and understanding that they do of classic literary works giving
new meaning in memes, in the light of intersemiotic translation and multissemiotic
literacy. The participants in the research were freshmen students enrolled in Informatics
and Environment courses of the Integrated Technical High School at the Federal
Institute of the Southeast of Minas Gerais – Rio Pomba Campus, in 2018.The
dissertation presents two methodologies: teaching and research . In the teaching phase,
students were detailed on the steps that would be taken during classes. After choosing
the work to be read by each student, a period of thirty days was given for reading the
texts. After the reading, the others stages were accomplished between thirty days to
each new action. They were: The structures literature circle has discussion and notes of
important information - that discussion was accomplished in class during 55 minutes;
b) after, thirty days of deadline was given to write and deliver the summary; c) after, the
seminary about classic literacy works and other note was presented by students; d) after,
a picture that talked the classic literacy works was investigated in web according to
students; e) after, the meme was created based on intertextuality – besides delivering
of memes, there was the oral explaining about selected pictures and created meme; and
f) the last, all activities, genres made and selected picture, was delivered. In the research
methodology, firstly, the student activity analysis, formed by summary and memes
genres and picture was made; secondly, two notes ( literature circle and seminary) were
checked; thirdly, assessment work, formed by assessment teacher and assessment
student were analyzed. At the end, all activities were triangulated in order to observe the
development of the reading skills of the participants. Data analysis was guided by the
qualitative-interpretative approach according to Moita Lopes (1994). The theoretical
framework was based on theories of Discursive Genre according to (BAKHTIN, 1997),
Intersemiotic Translation (PLAZA, 2013), Semiotics (PEIRCE, 2008), Multisemiotic
Literacy (The New London Group, 1996). As a result, it presents a chart with
transcreation criteria and memes interpretation, and the possibility to use the
intersemitotic translation as a pedagogical approach in favor of reading education. The
conclusion invites us to rethink the position of reading practice and actions to encourage
the training of the reader in teaching and learning sphere.