As crônicas de Nárnia: um projeto de escrita de fanfiction em aplicativo de leitura e mídia social

Abstract

This dissertation deals with actions that seek to improve the teaching of literature so that it accompanies the multiplicity of language use in the technological universe, reflecting linguistic genres as social practices in the digital world, for, above all, young people. When investigating creative writing based on the production of fanfiction in the Wattpad application, we consider its contribution to the formation of a literary reader through the work The Chronicles of Narnia, a complementary instrument to the teaching practices developed in the classroom. When adding the genre as a study proposal with reading and writing collaborates so that students can expand their linguistic and discursive skills, we achieve, as a result, a critical conduct before this variety of texts that technology makes available. The practice was determined in the school context and in the scenario of communication mediated by mobile device, computer and participatory culture of students. The study was carried out by an intervention research, also commonly called qualitative research-action, based on the analysis of questionnaires, semi-structured interviews, fanfics readings on the Wattpad and investigative reading of the work The Chronicles of Narnia. Through the strategy of investigating the discursive genre and the social interactions perceived in the classroom and on digital platforms, based on the studies of didactic sequence by Joaquim Dolz, Michèle Noverraz and Bernard Schneuwly, the development of a critical reading of the work The Chronicles of Narnia, with the participation of readers-authors and for the collective construction of new meanings of this narrative, the combination of creative writing, the teaching of literature and technology as aspects that list the formation of readers and, also, the presence, above all, of the female audience both in the construction of writing and in the virtual environment. With the analytical-discursive path, we demonstrate that it is likely to establish the teaching of literature on a foundation that unifies the three analyzed objects and that impels the development of student readers and writers with active voices in the school. Finally, we also applied a questionnaire about the knowledge of fanfiction production, from Wattpad to show if the student understood the resources that enhance the practices developed, and we made available a lesson plan containing a didactic sequence to support teachers who aim to apply reading and fanfiction writing on the Wattpad in the classroom.