O gênero textual fanfic nas aulas de língua portuguesa

Abstract

The insertion of the internet in society provided significant changes in the way of living and thinking of individuals. In the school environment, this change has occurred and is occurring gradually, and respecting educational parameters, since education is built by individuals and its adaptation requires several factors. Teaching the Portuguese language and its axes such as reading, writing and grammar, with a focus on digital literacy, may not seem approachable for some teachers, especially those who are used to a more conservative methodology. However, digital media and the textual genres that emerge from them can be a way to combine Portuguese teaching with language practices that are part of the student's life. In this perspective, this work aims to understand how the fanfic genre can contribute to Portuguese language classes in high school, questioning whether teachers would be willing to think teaching practices around this genre and how students would react to it. Our research had a qualiquantitative approach and used as procedures, the bibliographical research and the application of questionnaires with teachers and high school students during may 8th and july 7th. To support our discussions, we used works such as those by Antunes (2009), Marcuschi (2008), Ferrarezi Jr. and Carvalho (2017), Bakhtin (1991), Lopes-Rossi (2011), Rojo (2002), Soares (1999), Kleiman (2005) and Coscarelli (2017), among others, in addition to consulting the guiding documents of the Portuguese Language, such as the PCN (2002) and the BNCC (2019). At the end of our trajectory, we concluded that the inclusion of the fanfic genre can contribute to reading, writing and grammar teaching activities, while it encourages the student to engage in language practices around a genre he/she already knows and is interested in their daily lives, as demonstrated by the research.