International Journal of Language & Linguistics

The Use of Tbl as a Methodological Tool and the Application of Memes in a Didactic Sequence in the Teaching of Portuguese Language: A Case Study
Gracielle Fabiane de Arruda Costa, Priscilla Chantal Duarte Silva, Bianca Cabral Caldeira

Abstract
In the current digital era, the use of memes permeates various aspects of everyday communication, including the educational field. Memes are a popular form of communication and expression, and when used thoughtfully, they can represent a valuable resource in the school context. The aim of this study is to analyze whether the use of memes as a pedagogical tool in Portuguese language teaching effectively contributes to the learning process. The active methodology Team-Based Learning (TBL) and the use of memes in didactic sequences are adopted in Portuguese language classes in a public elementary school in Brazil for teaching punctuation marks. For this purpose, a case study is conducted, involving students from lower secondary education. The results indicate that the humor present in memes creates, through TBL activities, a satisfactory learning environment, followed by the sharing of ideas and knowledge. Learning assessment questionnaires and satisfaction and motivation opinion surveys regarding the teaching methodology are applied to n=24 students, divided into 5th-grade teams. The data show that students felt more motivated by the subject content, with better results in content evaluation compared to classes where the traditional teaching method was adopted. It is concluded that the use of memes can be an effective auxiliary resource in teaching Portuguese, as humor fosters motivation for learning the curricular content, together with TBL. Collaborative learning among teams allows for the exchange of experiences and significant perceptions for the development of reasoning and text interpretation.

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