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the use of memes in the teaching of History at Colégio Estadual Antônio Carlos Magalhães, Tanhaçu, State of Bahia, Brazil

Abstract

This article investigates the potential, applications, and implications of memes in the teaching and learning process, especially in the field of ​​History. In addition to theoretical, conceptual, and methodological discussions, I present an experience report in which the students of Colégio Estadual Antônio Carlos Magalhães (Antonio Carlos Magalhães State School), located in Tanhaçu, in the southwest of Bahia, Brazil, revived the past and present by using memes, representing them as expressions of their perceptions of the world based on the social and political context in which they live. The theoretical and methodological procedure was based on the theory and practice unit, in which the dialogue with authors such as Araújo (2012), Cadena (2018), and Silva (2019) enabled us to problematize the digital culture used by teachers to signify their didactic-pedagogical interventions in the context of the classroom, aiming at dialogism, plural sense, and the peculiar dynamics of the students' trajectories. We emphasize that it is not not about thinking of memes as a "lifeline" for history teaching, but rather as a genre that, when planned and articulated with other languages, opens up a field of didactic and pedagogical possibilities for the creation of new historical knowledge.