Fanfics em práticas de letramentos literários de estudantes do ensino médio: interfaces com estratégias didático-pedagógicas para a educação literária na cultura digital

Abstract

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 fanfics (Lévy , 2009; Bakhtin, 1993; Castells, 1999; Santaella, 2007, 2012), the right to Literature (Candido, 2006), in connection with research in the areas of teaching Literature and Literary Education (Silva, 2013, 2015) and literacy literary (Cosson, 2014). As for the methodology, the research is of an applied nature, with a quali-quantitative approach. This is an action research carried out in a public school in the state network, with the application of semi-structured questionnaires and a literary workshop in the classroom with high school students for the diagnostic evaluation of the students' learning demands in relation to the practices of literary literacies. With the application of the workshop in the classroom, the students were invited to read the literary work Becos da Memória (2006), by the author Conceição Evaristo. A posteriori, the students produced fanfics based on the literary work worked on in the workshop, with views for the dialogue between Literary Education and literary literacies practices in digital culture. In the results, the students' responses demonstrated the positive perception and impact that the literary workshop had on their reading, writing and creativity experiences. Thus, we identified that 83.3% of students reported that the literary workshop provided and or motivated literary writing / production of literary texts, such as fanfics. In view of this, we emphasize that the literary workshop motivated the immersion of students in these sites of literary content repositories, enabling, democratizing and intermediating the teaching of Literature in the school community. The applied didactic sequence provided greater interest of the students in the pursuit of reading and writing in the artistic-literary field, instigating them to research materials available in cyberspace. In short, the insertion of fanfics in the school environment seeks to make literary education more attractive, meaningful and relevant for students, promoting a dynamic, creative and collaborative learning environment. We conclude that fanfic creates an interactive and collaborative relationship between the author, the reader and the original work.