Fanfics, multiletramentos e práticas de leitura e escrita na escola

Abstract

The work of the Portuguese Language teacher has become a real challenge nowadays, as both teachers and students have to deal with the new multiliteracies inherent to interactions in digital environments. In this context, the teacher needs to (re)signify daily their pedagogical and didactic practices so that students can exercise dynamic and interlocutive language practices, as written and printed texts are less and less interesting for a given group, especially for the young people who have their daily lives permeated by the technological world. Furthermore, technology-mediated practices have been relevant for the improvement of the Portuguese language teaching-learning process, as well as for the production of knowledge in the other social spheres in which young people are inserted. From this perspective, this work aims to present the results of a research that sought to create strategies for students to interact with different types and textual genres that circulate predominantly in digital environments and, therefore, contribute to the development of reading and reading practices. writing of the students involved in the pedagogical intervention. For the activities developed, the fanfic genre was chosen, which in addition to encompassing the concept of creative and collaborative writing, has increased circulation in a digital environment. Through this actionresearch, the intervention was developed with students from the 8th year of elementary school of a municipal public school in Parauapebas, Pará. The premises of Costa Val (1991, 2004), Cosson (2018, 2020), Rojo (2009, 2012, 2013), Vargas (2015) and others of equal relevance to the work. The results obtained indicated that the developed workshops contributed significantly to the development of the students' communicative competence.