Dominant and vernacular literacies in a fanfictions workshop at school

Detalhes bibliográficos
Autor(a) principal: Giacometti Paris, Larissa
Data de Publicação: 2018
Tipo de documento: Artigo
Idioma: por
Título da fonte: Calidoscópio (Online)
Texto Completo: https://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2018.162.11
Resumo: This article discusses the review practice of a fanfiction workshop that took place in a school during the second semester of 2014. In this workshop, students were responsible for writing their stories and reviewing their colleagues’ stories, constituting as a peer review. Taking into account the participatory culture theory and the definition of the fanfiction genre, it was possible to see that students, by positioning themselves as reviewers, were able to produce utterances related to the vernacular practices of the fan community. Likewise, this same group of subjects also produced utterances related to the dominant school practices, resulting in a hybrid context. Thus, it was found that, although the regulatory school institution influenced the students’ corrections, the situated and participatory aspect of the fanfictions production context was also present. Therefore, the dialogue between vernacular and dominant writing practices can be carried out in the school context.Keywords: literacy practices, fanfictions, school practices.
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spelling Dominant and vernacular literacies in a fanfictions workshop at schoolLetramentos dominantes e vernaculares em uma oficina de fanfictions na escolaThis article discusses the review practice of a fanfiction workshop that took place in a school during the second semester of 2014. In this workshop, students were responsible for writing their stories and reviewing their colleagues’ stories, constituting as a peer review. Taking into account the participatory culture theory and the definition of the fanfiction genre, it was possible to see that students, by positioning themselves as reviewers, were able to produce utterances related to the vernacular practices of the fan community. Likewise, this same group of subjects also produced utterances related to the dominant school practices, resulting in a hybrid context. Thus, it was found that, although the regulatory school institution influenced the students’ corrections, the situated and participatory aspect of the fanfictions production context was also present. Therefore, the dialogue between vernacular and dominant writing practices can be carried out in the school context.Keywords: literacy practices, fanfictions, school practices.O presente artigo possui como finalidade discutir sobre a prática de revisão de uma oficina de produção escrita de fanfictions realizada em uma escola durante o segundo semestre de 2014. Na oficina, os alunos foram responsáveis por escrever suas narrativas e revisar as histórias de seus colegas, constituindo-se como uma revisão entre pares. Considerando a teoria da cultura participativa e a definição do gênero fanfiction, foi possível observar que os estudantes, ao posicionarem-se como revisores, foram capazes de produzir enunciados relacionados com as práticas vernaculares da comunidade de fãs. Do mesmo modo, esse mesmo grupo de sujeitos também produziu enunciados referentes às práticas dominantes escolares, resultando em um contexto híbrido. Assim, constatou-se que, embora o peso da instituição escolar reguladora tenha influenciado nas correções dos discentes, o caráter situado e participativo do contexto de produção de fanfictions também se fez presente. O diálogo entre práticas de escrita vernaculares e dominantes, portanto, é possível de ser realizado no contexto escolar.Palavras-chave: práticas de letramento, fanfictions, práticas escolares.Unisinos2018-10-26info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2018.162.11Calidoscópio; Vol. 16 No. 2 (2018): May/August; 294-302Calidoscópio; v. 16 n. 2 (2018): Maio/Agosto; 294-3022177-6202reponame:Calidoscópio (Online)instname:Universidade do Vale do Rio dos Sinos (UNISINOS)instacron:Unisinosporhttps://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2018.162.11/60746456Giacometti Paris, Larissainfo:eu-repo/semantics/openAccess2018-10-29T14:45:51Zoai:ojs2.revistas.unisinos.br:article/15852Revistahttps://revistas.unisinos.br/index.php/calidoscopioPUBhttps://revistas.unisinos.br/index.php/calidoscopio/oaicmira@unisinos.br || cmira@unisinos.br2177-62022177-6202opendoar:2018-10-29T14:45:51Calidoscópio (Online) - Universidade do Vale do Rio dos Sinos (UNISINOS)false
dc.title.none.fl_str_mv Dominant and vernacular literacies in a fanfictions workshop at school
Letramentos dominantes e vernaculares em uma oficina de fanfictions na escola
title Dominant and vernacular literacies in a fanfictions workshop at school
spellingShingle Dominant and vernacular literacies in a fanfictions workshop at school
Giacometti Paris, Larissa
title_short Dominant and vernacular literacies in a fanfictions workshop at school
title_full Dominant and vernacular literacies in a fanfictions workshop at school
title_fullStr Dominant and vernacular literacies in a fanfictions workshop at school
title_full_unstemmed Dominant and vernacular literacies in a fanfictions workshop at school
title_sort Dominant and vernacular literacies in a fanfictions workshop at school
author Giacometti Paris, Larissa
author_facet Giacometti Paris, Larissa
author_role author
dc.contributor.author.fl_str_mv Giacometti Paris, Larissa
description This article discusses the review practice of a fanfiction workshop that took place in a school during the second semester of 2014. In this workshop, students were responsible for writing their stories and reviewing their colleagues’ stories, constituting as a peer review. Taking into account the participatory culture theory and the definition of the fanfiction genre, it was possible to see that students, by positioning themselves as reviewers, were able to produce utterances related to the vernacular practices of the fan community. Likewise, this same group of subjects also produced utterances related to the dominant school practices, resulting in a hybrid context. Thus, it was found that, although the regulatory school institution influenced the students’ corrections, the situated and participatory aspect of the fanfictions production context was also present. Therefore, the dialogue between vernacular and dominant writing practices can be carried out in the school context.Keywords: literacy practices, fanfictions, school practices.
publishDate 2018
dc.date.none.fl_str_mv 2018-10-26
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
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status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2018.162.11
url https://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2018.162.11
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2018.162.11/60746456
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Unisinos
publisher.none.fl_str_mv Unisinos
dc.source.none.fl_str_mv Calidoscópio; Vol. 16 No. 2 (2018): May/August; 294-302
Calidoscópio; v. 16 n. 2 (2018): Maio/Agosto; 294-302
2177-6202
reponame:Calidoscópio (Online)
instname:Universidade do Vale do Rio dos Sinos (UNISINOS)
instacron:Unisinos
instname_str Universidade do Vale do Rio dos Sinos (UNISINOS)
instacron_str Unisinos
institution Unisinos
reponame_str Calidoscópio (Online)
collection Calidoscópio (Online)
repository.name.fl_str_mv Calidoscópio (Online) - Universidade do Vale do Rio dos Sinos (UNISINOS)
repository.mail.fl_str_mv cmira@unisinos.br || cmira@unisinos.br
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