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Suzana dos Santos Gomeshttp://lattes.cnpq.br/7926600962920347José Wilson da CostaDurcelina Ereni Pimenta Arrudahttp://lattes.cnpq.br/8573752529596157Anderson Nunes Rocha2020-01-24T20:04:05Z2020-01-24T20:04:05Z2019-02-25http://hdl.handle.net/1843/32201Pretendeu-se com esta pesquisa investigar o gênero fanfiction, identificando possíveis contribuições para o letramento digital e a proficiência leitora e escritora no Ensino Médio. Nessa perspectiva, procurou se responder o seguinte problema de pesquisa: Como a esc ola explora o letramento social de seus estudantes, especialmente daqueles advindos de suas práticas sociais, para o desenvolvimento das habilidades de leitura e escrita? Com o intuito de responder esse questionamento, foi necessário conhecer o espaço-tempo de aprendizagem da escola e aprofundar nos estudos que contemplam o letramento digital e a fanfiction. Também conhecida como fanfic, esta palavra pode ser traduzida como ficção de fã, e se trata de um gênero discursivo, cuja produção se caracteriza por narrativas ficcionais. É um gênero construído a partir de textos escritos por terceiros, sem fins lucrativos, e seus autores se utilizam de personagens ou universos ficcionais, seja de literatura, cinema, quadrinhos ou qualquer outra mídia. Para a realização deste estudo, a metodologia da pesquisa envolveu levantamento bibliográfico, pesquisa documental e de campo, por meio de estudo de caso. Quanto ao contexto da pesquisa, elegeu-se uma escola da Rede Pública Estadual de Ensino de Minas Gerais (RPEE-MG), localizada na região Metropolitana de Belo Horizonte, e os sujeitos da pesquisa foram uma professora de Língua Portuguesa e uma turma de alunos do 1º Ano do Ensino Médio. A coleta de dados se deu por meio da aplicação de questionário online, observação participante em sala de aula e no laboratório de informática, além de aplicação de entrevistas com alunos participantes das práticas de leitura e escrita com o gênero fanfiction, organizadas e aplicadas para a turma à época da pesquisa. Optou-se pelo referencial teórico que contempla as contribuições de autores que pesquisam Juventude e Ensino Médio: Sposito (2000), Garbin (2009), Sales (2014); no âmbito da tecnologia digital: Lévy (1999), Prensky (2001), Martinez (2006); sobre fanfiction: Vargas (2005), Buzato (2007), Snyder (2010), Teixeira e Gomes (2015), Campos (2016); e sobre a proficiência leitora e escritora no Ensino Médio: Schneuwly e Dolz (2013), Rojo (2013), Alves (2015), Gomes (2016, 2017), entre outros que colaboraram para o estudo em pauta. Os resultados da investigação revelaram que as práticas das fanfictions representam importante alternativa para o desenvolvimento da leitura e escrita dos estudantes, trazendo, também, contribuições para o letramento digital. Tornando-se, portanto, prática que pode ser adotada no âmbito escolar para o desenvolvimento da leitura, escrita e do letramento digital dos alunos.This research intended to investigate the genre of fanfiction, identifying possible contributions to the digital literacy and the reading and writing proficiency in High School. In this perspective, an attempt was made to answer the following research problem: How does the school exploit the social literacy of its students, especially those resulting from its social practices, for the development of reading and writing skills? In order to answer this question, it was necessary to know the space-time of school learning and to deepen in the studies that contemplate the digital literacy and fanfiction. Also known as fanfic, an abbreviation of the term fan fiction, it is a discursive genre whose production is characterized by fictional narratives. It is a genre constructed from texts written by third parties, non-profitable, and its authors use fictional characters or universes, either from literature, cinema, comics or any other media. For the accomplishment of this study, the methodology of the research involved bibliographical survey, documentary and field research, through a case study. As for the context of the research, a public high school was selected from the State of Minas Gerais, located in the metropolitan region of Belo Horizonte, and the participants of the research were a Portuguese Language teacher and a class of high school first year students. Data collection was done through the application of an online questionnaire, participant observation in the classroom and in the computer lab, as well as the application of interviews with students who participated in reading and writing practices with the genre fanfiction, organized and applied all the time of the research. The choice was the theoretical references which contemplate the contributions of authors who research Youth and High School: Sposito (2000), Garbin (2009), Sales (2014); the scope of digital technology: Lévy (1999), Prensky (2001), Martinez (2006); about fanfiction: Vargas (2005), Buzato (2007), Snyder (2010), Teixeira and Gomes (2015), Campos (2016); and on the proficiency of reading and writing in High School: Schneuwly and Dolz (2013), Rojo (2013), Alves (2015), Gomes (2016, 2017), among others who collaborated for the study in question. The results of the investigation revealed that the practices of fanfiction represent an important alternative for the development of reading and writing of students, also bringing contributions to digital literacy. It becomes, therefore, a practice which can be adopted in the school scope for the development of reading, writing and digital literacy of the students.porUniversidade Federal de Minas GeraisPrograma de Pós-Graduação em Educação e DocênciaUFMGBrasilFAE - FACULDADE DE EDUCAÇÃOhttp://creativecommons.org/licenses/by-nc-nd/3.0/pt/info:eu-repo/semantics/openAccessFan fictionLetramento digitalJovens -- Interesses na leituraEscrita -- Estudo e ensinoLiteratura -- Estudo e ensinoGêneros literáriosEnsino médioLetramento DigitalJuventudeFanfictionLeitura e EscritaJuventude, gênero fanfiction e letramento digital: um estudo das práticas de leitura e escrita no ensino médioinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisreponame:Repositório Institucional da UFMGinstname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGORIGINALDissertacao Anderson Final 20_04_2019.pdfDissertacao Anderson Final 20_04_2019.pdfapplication/pdf4563950https://repositorio.ufmg.br/bitstream/1843/32201/1/Dissertacao%20Anderson%20Final%2020_04_2019.pdf819e2bf0eefec78ed0caaad5044d9907MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8811https://repositorio.ufmg.br/bitstream/1843/32201/2/license_rdfcfd6801dba008cb6adbd9838b81582abMD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82119https://repositorio.ufmg.br/bitstream/1843/32201/3/license.txt34badce4be7e31e3adb4575ae96af679MD53TEXTDissertacao Anderson Final 20_04_2019.pdf.txtDissertacao Anderson Final 20_04_2019.pdf.txtExtracted texttext/plain369340https://repositorio.ufmg.br/bitstream/1843/32201/4/Dissertacao%20Anderson%20Final%2020_04_2019.pdf.txta0bd41be2fa3e74ba1693544090efdf7MD541843/322012020-01-25 03:30:57.285oai:repositorio.ufmg.br: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Repositório InstitucionalPUBhttps://repositorio.ufmg.br/oaiopendoar:2020-01-25T06:30:57Repositório Institucional da UFMG - Universidade Federal de Minas Gerais (UFMG)false
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