Memes in focus: an intertextual analysis of the (re)construction of meanings
DOI:
https://doi.org/10.18364/rc.2026n70.1468Keywords:
Coherence, Teaching, Meme, IntertextualityAbstract
This research proposes a textual analysis, based on the criterion of intertextual relations (Carvalho, 2018), in memes that circulated during the 2024 Olympics. As an objective, we propose to Portuguese language teachers a possibility of analyzing the (re)construction of meanings, based on memes, made possible by intertextual processes. To do this, we start from the conceptualization of the meme as a linguistic practice in technodiscursivity (Paveau, 2021), to understand how meanings are established in different contexts of use, while we assume the assumptions of the characterization of memes based on intertextuality and viralization, present in Cavalcante and Oliveira (2019) and the discussions about the generic status attributed to the meme (Lima-Neto, 2021). From our analysis, we maintain that the processes of production and interpretation often involve the marked relationship between texts, in different degrees of explicitness. From this perspective, we explored intertextualities (Carvalho, 2018), showing that, if applied in teaching, they improve reading comprehension and can act, above all, on the variety of argumentative functions manifested in the texts produced by students.
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Copyright (c) 2025 Kleiane Bezerra de Sá, Ana Paula Lima de Carvalho, Israel Victor Silvestre Nascimento, Samara Canuto Cavalcante
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