Fanfic: Uma ferramenta de leitura e escrita dos alunos no ensino fundamental II

Abstract

Given the current difficulties in reading and writing, technological advances and, considering that fanfics are an attractive genre that is easily accessible to students, this work, entitled Fanfic: a tool in the reading and writing process of students in elementary school II, sought to highlight the importance and need for teachers to use this tool as an instrument to enhance students' reading and writing. Understanding fanfic as all writing in which fans use media narratives or cultural icons as inspiration to create their own texts, this study sought to determine whether, in this process of creation and recreation, fanfic can help teachers in students' reading and writing procedures. . To this end, we carried out bibliographical and qualitative research, in which we used the assumptions of Indursky and Zinn (1985), Marcuschi (2010), Pietro (2016), Vargas (2005), Doneda (2016), Lopes- Rossi ( 2011), and Alves (2018). The data obtained through books, articles, theses and other academic-scientific productions allowed us to conclude that fanfics contribute significantly to the students' reading and writing process, awakening their creativity, interaction and ability to relate texts to their experiences, producing significant knowledge.