Reprodução textual : criando fanfics na sala de aula

• Autor(a) principal: Alves, Wlademyr de Menezes
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: http://ri.ufs.br/jspui/handle/riufs/8190
• topic: Letramento; Fan fiction; Leitura; Escrita; Literacy; Fanfiction; Reading; Writing; LINGUISTICA, LETRAS E ARTES::LINGUISTICA

In ancient Greece, some authors used the mythological universe to produce their plays, thus creating a new story, or another version of the same story. This practice is very similar to what happens in fanfiction, or fanfic, a story written by a fan, involving the scenarios, characters and plots previously developed in the original. Based on this textual genre, this work presents a proposal of a pedagogical intervention for students of the 9th grade of Elementary School in a State public school in Aracaju-SE. In general terms, the methodology involves workshops aimed at reading, critical understanding and elaboration of fanfictions. The proposal is supported by the methodological concepts proposed by Roxane Rojo, which deals with the promotion by the school of teaching proposals that involve the cultural and semiotic multiplicity of society. Among the theoretical contributions that underlie the discussions are the approaches of Bakhtin's circle about the dialogical analyzes of the discourse, of Michel Foucault and Roland Barthes, which deal with the concept of authorship. The contributions of Maurizio Gnerre, who discusses the relations between writing and power, by Donna Haraway, on the relations between organism and machine, and Humberto Maturana, about technology and human living, were also used. The contributions of Maria da Glória Bordini and Vera Teixeira Aguiar were used for the didactic sequence, main point to the application of the proposal, which discusses the Receptive Method of reading, which encourages students to produce texts effectively and expand these preferences with the presentation of new readings to students. Student participation in fanfic production workshops was instrumental in their perception of reading and text production, as well as stimulating work in a collaborative way.