Leitura e escrita de fanfics: uma proposta para o trabalho pedagógico no ensino fundamental II

Abstract

This study, through a proposal of activities that uses fanfics as a tool in Portuguese Language classes, it is intended to reflect about the implications of using this digital genre in the Reading and writing students' practices in a public fundamental school, located in Atalaia/AL, in which the researcher acts as regent teacher. For this, consider, as theoretical grounding, the concepts of dialogic relationships, which permeate every form of communication (BAKHTIN, 2011), aswe ll as the discursive genres, understanding them as different ways who individuals choose as to interact with socio-historical reality in which they are inserted (BAKHTIN, 2011), the senses of language (VOLOCHINOV, 2017), dialogic reading (ALMEIDA, 2013) and active responsive understanding (BAKHTIN, 2011) and active responsive production (ZOZZOLI, 2012). Besides that, the conception of contemporary scholars were used, such as Faraco (2009), Amorim (2012) and Francelino (2008, 2013). The methodological perspective is linked to this study in Applied Linguistics, through a self-observation of an ethnographic nature. With na analysis of the data, there is that it is possible for the Portuguese teacher to use, in their classes, discursive genres such as fanfic, in order to stimulate reading and writing in Educational environments and to consider the students’ voices, the responsiveness and active production.