Fanzine na aula de literatura: uma proposta pedagógica de incentivo à leitura e produção textual

Abstract

This thesis presents a study about the pedagogical possibilities of using fanzine, a publication of independent or alternative order, integrated with the content of high school Literature curriculum. The study develops a research-action dedicated to analyze the creation of a fanzine, which is a process that stimulates the perception of multiple possibilities of reading verbal and non-verbal texts, the student’s interaction in monitoring, interpretation and problematization of reading for the practical exercise of writing, among the students of the second year of a school called “José Gomes Filho”, located in Bagé/RS. The main objective is to analyze the potentialities of fanzine development as a strategy and process to stimulate the formation of literary readers through textual production in the classroom. It also seeks the formation of a community of literary readers prepared for the challenge of authorial (POSSENTI, 2002; SIMÕES, 2012) and multimodal writing. Besides reading, researching and text reproduction, the work aims the formulation of new and resignified texts by the learners (GERALDI, 2011), in which evidence of social conscience or literature humanization can be registered (CANDIDO, 2011). In order to facilitate the deepening of the proposals, an intervention was developed based on the basic sequence of literary literacy (COSSON, 2014) which made possible the progress of the work from structured phases that take as starting point the content of romantic poetry to insert different textual genres allowed by the publication. In this process, the historical origin and development of fanzines are described (MAGALHÃES, 2014) with the purpose of verifying its condition as a free expression, creation and literature learning. The investigation is unfolded starting from the conceptions of multiliteracies (ROJO, 2012) and the social role exercised by the language to identify ways of stimulating the youth to read, to produce texts and consequently to publish their own production in a fanzine. The intervention allowed to identify that, from the process of students’ preparation to the preparation of the publication, there had been space and stimulation for the emergency of authorial texts, with clear clues of creative autonomy, having as authors people socially involved in a community of readers.