Experiências pedagógicas com leitura e escrita de fanfics no ensino fundamental: Uma revisão integrativa

Abstract

Through the advent of the internet, reading and writing forms have emerge, that demand new skills from the text producer in interaction situations’ with other people. Mainly, the teenagers, when they are out of school, they make a constant use of digital media with great ease to meet their goals, interacting through the social networks, accessing websites looking for fun, new knowledges and other types of activities, participating in games and creating Website Publishing Material, such as videos, photos, comments and other things. The school, in it turn, has been the main official place for the reading and writing teaching, it has been responsible for developing pedagogical practices that help students' sociolinguistic development, providing them with conditions to become proficient readers and text producers in several literacy’s fields. Among the textual genres suggested by the National Common Curricular Base (BNCC) to bring the student closer to forms of communication generated by technological advances, is The Fanfiction, that is a fictional narrative produced in virtual spaces, starting from certain works of fiction whose fans become the authors of fanfictions, thus configuring a new way of reading, writing and interacting in the virtual environment. In this context, this study aims to systematize, in an integrative literature review, the contributions of the activity from the fanfics’ productions in the school context to improve the students’ reading and writing, giving rise a qualitative approach of the data. The research corpus consists of master's thesis developed in the post- graduate programs inside the Letters / Portuguese area, at the master's level, with a focus on the elementary school teachers’ practices. These studies are available at the CAPES digital bank of theses and dissertation and at the Digital Library of Theses and Dissertations (BDTD). Theoretically, this research is anchored, among others, in the Bakhtin’s sociointeractionist theory of language, text and genres from (2003), Marcuschi (2008), Bronckart (1999), Schneuwly and Dolz (2004). In the Rojo’s (2012) and Soares’ concepts (2002) about literacy and the digital literacy and on the Cosson’s (2016), Koch and Elias’ (2010) reading’s concepts. As theoretical support for developing an integrative Literature review, Mendes et al. (2008), Botelho et al. (2011), Gomes (2002) and Bardin (1977) were also consulted. The analyzes showed that the pedagogical use of fanfics had repercussions in two axes: one in texts production of and other in reading literary In all interventions, it was used activities that encourage the interaction and collaboration between students, transforming the practice of producing texts into a real communication situation. transforming the texts producing practice into a real communication situation. Although the physical structure of some schools and the lack of ability of students with some digital tools have hindered the development of some research, the fanfic genre was pointed out by the researcher teachers as a pedagogical resource that enhances the improvement of reading and writing, as well the digital literacy improvement