Santos, Zilda Cristina dosRodrigues, Vilnêz Lira Ferreira2025-12-172025-12-172025https://repositorio.ifrr.edu.br/handle/123456789/242This article analyzes the use of multimodal and multisemiotic texts, especially social media memes, as a pedagogical resource in Portuguese language teaching for the development of critical reading. Considering the wide circulation of memes in contemporary digital culture, the study discusses their potential to combine humor, criticism, and reflection in educational practices. This qualitative and bibliographic research is based on authors who discuss critical reading, multimodality, and digital genres, such as Araújo (2022), Mariano (2021), Pinheiro (2024), Pereira (2024), Freire (1989), among others, as well as the National Common Curricular Base (BNCC, 2017). The results indicate that memes, by integrating different verbal and nonverbal languages, foster multiple interpretations, broaden students’ critical repertoire, and bring the school environment closer to the digital universe. Moreover, their use requires ethical and intentional didactic planning, capable of problematizing social discourses, promoting engagement, and encouraging student protagonism. It is concluded that memes, when incorporated critically, constitute relevant pedagogical tools for the formation of reflective readers and active citizens.pt-BRAttribution-NonCommercial-NoDerivs 3.0 BrazilLeitura críticaMemesLíngua portuguesatcc_especializacaoLINGUISTICA, LETRAS E ARTES::LETRASLINGUISTICA, LETRAS E ARTES::LINGUISTICALINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA