Banca de DEFESA: ALEXSANDRO VITAL DE ALMEIDA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : ALEXSANDRO VITAL DE ALMEIDA
DATE: 29/08/2023
TIME: 09:00
LOCAL: Webconferência no Google Meet
TITLE:

FANFICS IN HIGH SCHOOL STUDENTS' LITERARY PRACTICES: INTERFACES WITH TEACHING-PEDAGOGIC STRATEGIES FOR LITERARY EDUCATION IN DIGITAL CULTURE

KEY WORDS:

Digital Culture. Literary Education. High School. Fanfics Literary Literacy.

PAGES: 271
BIG AREA: Lingüística, Letras e Artes
AREA: Letras
SUBÁREA: Teoria Literária
SUMMARY:

Fanfics have been revealing themselves as a phenomenon of literary creation, transforming the relations between authors-texts-readers in the artistic-literary field. Fanfic is a contemporary production of digital culture and makes reference to narratives written by fans (Aguiar, 2011), based on rereadings of artistic-literary works. The main objective of this research is to investigate fanfics as emerging genres in dialogue with literary literacy practices of high school students, considering didactic-pedagogical strategies for Literary Education in digital culture. As for the theoretical contribution, the investigation presents an interdisciplinary approach (Education, Teaching and Literature), articulating literary studies focused on the Aesthetics of Reception (Jauss, 1994, 2002; Iser, 1996, 1999), cyberculture, cyberspace and to fanfics (Lévy, 2009; Castells, 1999; Santaella, 2007, 2012), to the right to Literature (Candido, 2006), curriculum and BNCC (Brasil, 2018), in connection with research in the areas of teaching Literature and Literary Education (Silva, 2013, 2015) and literary literacy (Cosson, 2014). As for the methodology, the research is of an applied nature, with a qualitative approach. With regard to methodological procedures, this is an action research carried out in a public school in the state network, with the application of semi-structured questionnaires and the application of a literary workshop in the classroom with high school students for the diagnostic evaluation of the learning demands of students in relation to literary literacy practices. Based on the diagnostic evaluation, didactic-pedagogical planning was applied through a literary workshop, based on the basic sequence of Cosson (2014). With the Literary Workshop application in the classroom, students were invited to read the literary work Becos da Memória (2006) by Conceição Evaristo, a posteriori, students produced fanfics based on the work literary work in the literary workshop with a view to the dialogue between Literary Education and literary literacy practices in digital culture. As considerations, we note that fanfics can be used as didactic-pedagogical resources to motivate the teaching of Literature in the context of basic education, expanding students' literary literacy practices. The use of fanfics is a possible resource in basic education, since the integration favored by digital culture offers multiple possibilities for writing and reading. We conclude that fanfic creates an interactive and collaborative relationship between the author, the reader and the original work. This interplay between the three elements is what makes fanfic a unique form of literary and creative expression. Therefore, authors and readers can actively participate in collaborative exchanges in cyberspace, building and (re)building literary literacy practices in digital media.

 

 

COMMITTEE MEMBERS:
Presidente - IVANDA MARIA MARTINS SILVA
Interno - JOAO BATISTA PEREIRA
Externo à Instituição - JOSÉ JACINTO DOS SANTOS FILHO - UPE