Fanzines: autoralidade e expressividade nas aulas de produção textual

• Autor(a) principal: Barbosa, Andrea Gomes
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/14509
• topic: Fanzine; Text production; Teaching practices; Fanzine; Produção textual; Práticas de ensino; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS

Lately many teachers are concerned with the practice of producing texts in the first segment of Elementary School, focusing on research and the search for pedagogical strategies that develop such skill. Those who deal with activities that involve the teaching of text production know how difficult it is to awaken in students the authoring process. Having as a theme the study of the relationship between fanzine and textual production, we sought to understand, through this work, how this craft magazine contributes to expressiveness, creativity and the authoring process in text production classes. The fanzine is a handmade and alternative publication in which one excels by creation and authorality. The same contributes to the student's approach to written production, enabling him to become the author of his work and make himself heard. The research, of an interventionist nature, under a qualitative approach had as methodology the action research since, in the educational field, it is a strategy for the development of teachers and researchers so that they can use their research to improve their teaching and, in students. The theoretical framework that guided the investigative process follows the socio-interactionist principles. Based on this perspective, the study was based on Bakhtin's (2011) gender conception, which treats language as a mode of social interaction, and other scholars who share their ideas on this subject as Marcuschi (2008) and Dolz and Schneuwly ( 2004); of the Dolz, Noverraz and Schneuwly (2004) teaching sequence proposal; of the production of visual verb text of Nikolajeva and Scott (2011) and of studies on fanzine of Andraus (2013), Guimarães (2005), Santos Neto (2010), Magalhães (2013), among others. Although it has many positive factors, the fanzine has still been little used as a pedagogical tool. In this sense, the study contributes to the development of strategies to facilitate reading and writing learning in Portuguese language classes.