Practice of linguistic-semiotic analysis in the reading process

study in dialogical perspective of the language of the meme gender on social networks

Abstract

This article aims to analyze a text-enunciated in specific communication situation, for studies of language practices in the educational field. The research question seeks to investigate the extent to which practice of linguistic-semiotic analysis (PAL-S) contributes to the development of reading skills in the process of literacy for social practices. The research —of a theoretical, qualitative-interpretative nature and with explanatory purposes—, is based on the assumptions of Linguistic Applied (LA) (Moita-Lopes, 2006; Kleiman; Vianna; De Grande, 2019), from the dialogical perspective of language (Bakhtin, 2016[1979]; Volóchinov, 2018[1929]) and the studies of multiliteracies (New London Group, 1996; Rojo, 2009, 2013; Moura, 2012, 2019; Rojo; Barbosa, 2015). Data generation happens through indirect documentation —anchored in specialized literature, as well as from the investigative corpus, resulting from posting on social networks. The method of analysis and interpretation of information is dialectical, with technical procedures of historical and comparative nature. As results, it is noticed that in the initial and continuing training of mother tongue teachers, a fruitful way to expand reading abilities is through the study of (multi)literacies for social practices, anchored in LA and in the dialogical perspective of language, as well as the development of PAL-S in the reading process.