A abordagem da variação lexical nas aulas de português: uma proposta de ensino a partir do gênero textual meme

Abstract

This research aims to investigate the lexical variation in the different social interactions found in the textual genre meme as an innovative pedagogical strategy for teaching Portuguese Language (PL), combining the mother tongue teaching with the use of new technologies and considering some student´s difficulties in understanding linguistic diversity happens. Thus, analysis of how lexical variation contributes to the creation of prejudiced images; to examine how lexical variation corroborates the constitution of the meme genre; to verify how lexical variation contributes to humor in memes is carried out in this research. For that, we take as embassies the sociolinguistic theoretical assumptions of Labov (2008), Bagno (2004, 2008, 2009) and BortoniRicardo (2004); regarding the lexical variation Carvalho (2009), Isquerdo (2001), Basílio (2007); regarding the textual genre meme, the considerations of Dawkins (1976), Moraes, Mendes and Lucarelli (2011), Guerra e Botta (2018), Recuero (2007) and on Pedagogical Lexicography, Krieger (2012), Krieger e Müller (2019), Pontes (2009), Pontes and Santiago (2009), Santiago (2012), among others. The research was developed in a 7th grade class of a state-run public school in Parelhas/RN. For this, we adopted the principles of action-research (THIOLLENT, 1986), developing a pedagogical intervention carried out through a didactic sequence according to Dolz, Noverraz, and Schneuwly (2004), involving the teacher-researcher and students - those inserted in this teaching-learning process. As result, we aim to create conditions for students could understand the Brazilian Portuguese sociocultural plurality, through the development of a linguistic variations mini-dictionary, making them aware of the Portuguese Language heterogeneity and showing that its diversity must be respected to combat linguistic prejudice. We aim, as well, to demystify the concepts of right and wrong, still quite persistent in language teaching.