Exploring the potential of memes through media education: reflections on higher education

Abstract

Introduction: This study addresses teaching in education, reporting an experience within the Master's in Teaching Humanities and Languages (MEHL) program at the Franciscan University (UFN). Objective: The research focused on the Microcontent Production discipline in the Advertising and Propaganda course, emphasizing the teaching of memes based on Media Education. Methodology: The qualitative study takes the form of a reflective report, theoretically grounded in works by authors such as Veiga (2014), Lima and Grilo (2008), Morin (2000), among others. The undergraduate activity was guided by the "Reading, Writing, and Participation" tripod of Media Education (Ferrari, Machado, and Ochs, 2020), exploring meme teaching over four meetings. Results: Highlight the efficacy of memes as a pedagogical resource, fostering a more relaxed and horizontal communication between educators and students, aligning with contemporary teaching paradigms. Conclusion: This study provides valuable insights into the successful integration of memes as a pedagogical tool, highlighting their effectiveness in promoting engaging communication aligned with contemporary educational principles. These findings have significant implications for teaching practices in higher education, suggesting more innovative and student-centered approaches.