The use of memes in the teaching of philosophy in higher education: an experience report and a reflection on the teaching-learning process

Abstract

The present work aims to demonstrate a positive experience in higher education in the discipline Studies of Philosophical Knowledge from the use of memes as a useful tool and as na active methodology in the classroom and, in a special way, for the assessment of learning. Here, we Will analyze the emergence and evolution of the term meme, its characterization as a textual genre and, finally, we will describe our practice in the classroom, high lighting important aspects observed. The use of memes in the classroom represented na important positive practice and contributed to the achievement of the planned objectives in the discipline and to the students' due engagement in the proposed activities.