| dc.description.abstract | Digital technologies have broadened the concept of reading in relation to the
strategies and effects produced by online reading and have given rise to new textual
genres. The present work sought to analyze reading strategies and their effects for
the understanding of the genre Meme, in Digital Information and Communication
Technology (TDIC) and in print. We are interested in investigating the reading
strategies used by students in the first year of high school and their effects when they
read the genre Meme, because some institutions insist on working genres of the
digital environment outside their real context. As a theoretical contribution, we turn to
the theory of genders, from the perspective of Bakhtin and Marcuschi; aspects
related to Digital Literacy - proposed by Ribeiro; to the multimodal aspects of the
genre in the perspective of Dionísio, Vasconcelos, Fonte and Caiado and the reading
strategies proposed by Solé and Coscarelli. The research was qualitative, with
application of two didactic sequences (SD). We elaborated and applied an SD for the
work with the online reading, in a digital device - smartphone - and an SD for the
reading in the printed, with the purpose of analyzing the strategies of reading Memes
used by the students and, consequently, the effects produced by them. We recorded,
in an observation diary, the strategies students used to read Memes. Subsequently,
we conducted a semi-structured interview with the subjects, aiming to analyze the
comprehensive reading of the genre Meme. We understand that reading in a digital
environment raises many questions regarding the language, emerging genres and
reading strategies related to them, as well as the articulation between language,
social action and digital technology. Therefore, analyzing the comprehension of the
Meme genre in Digital Technologies is a way of understanding the influence that the
digital environment has on students in reading emerging genres. We conclude that
reading, in the digital environment, requires new reading strategies, which add to the
reading strategies in the print and which require the practice of new reading skills of
different genres, in different devices. | |
