Representações sociais dos memes presentes no instagram e facebook e seus impactos no ensino e aprendizagem de matemática

Abstract

Notoriously the Internet presented us with several innovations that were being incor porated into society and, among many novelties, we can highlight social networks and their potential in the dissemination of ideas. The present work is part of this perception and aims to analyze some memes that are ventilated on the Facebook and Instagram pages who carry negative messages and stereotypes in relation to mathematics and thereby reinforce a discourse in which this discipline is put as complicated and unreachable. The theoretical framework, listed to sustain the discussion undertaken here, see ks to highlight from the beginning of the creation of the word "meme", through the work of Richard Dawkins, through its main characteristics based on the studies of Raquel Recuero (2010) and Chagas and Toth (2016) besides striving to portray social represe ntations through the research of Madalena Ramos (2003). For the composition of the corpus, five (5) memes from the aforementioned social networks were chosen in order to answer our research problem. The listed methodology consists of a bibliographic study of qualitative nature that assumes an analytical, descriptive and interpretative bias, which is based on semiotics and its categories of analysis and is added to the other authors worked in the theoretical framework. Our final considerations show that the messages conveyed in the memes analyzed reinforce the image that the learning of mathematics is complicated and for the few, thus strengthening a negative view about this discipline. Starting from this, although we believe in the potential of memes for the teaching of mathematics, we do not steal from this work of evidencing the conclusion that some constructions of this genre, such as those analyzed here, only reinforce a vision that needs to be removed from society and educational institutions