O gênero fanfiction: leitura e escrita nas aulas de língua inglesa por meio de uma sequência didática.

Abstract

It is increasingly apparent that reading and writing skills, despite being the main competences defended by the guiding documents of education to be worked on in the teaching of English in schools, exercising them is a reality that afflicts the teaching field. In the virtual space, however, thousands of teenagers and young people demonstrate the habit of reading as easily as writing, which does not happen in the school context. This practice takes place through the fanfiction genre, a story written by a fan involving characters and plot of the original work. In this scenario, this work aims to work fanfiction as an alternative to improve both reading and writing practice in English language classes through a didactic sequence (DS). Our specific objectives are to conceptualize textual genres and their perspective of use in the classroom; reflect on students' difficulties in exercising reading and writing skills in the educational environment and how working with fanfictions can contribute to the significant development of such skills. Thus, throughout the chapters, we seek to point out the course of reading and writing teaching in Brazil, trying to reflect on these skills in English and discuss the relevance of approaching textual genres in classes, suggesting some pedagogical activities using fanfictions. For this, it is a qualitative research, of a bibliographic nature, supported by the texts of authors such as: Kleiman (1995), Coracini (1999), Rojo (2009), Vargas (2005), Dolz, Noverraz and Schneuwly ( 2004), among others, in addition to educational documents PCN (1998) and BNCC (2017). We believe that this work can contribute positively to the teaching of languages, specifically the English language, within an applied linguistics perspective, having as justification new ways of working reading in the teaching context.