Fanfiction à luz da pedagogia dos multiletramentos em aulas de língua inglesa: Ampliação de repertório e propiciação de affordances para uma aprendizagem crítica
Data
2024-02-29
Autores
Nunes, Alexandre Rodrigues 
Orientadores
Megale, Antonieta
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Esta pesquisa de mestrado objetivou investigar como os repertórios linguísticos de estudantes de inglês são ampliados na produção midiática em consonância com a Cultura Participativa (Jenkins, 2009) e individuar quais affordances (Gibson, 2015; Paiva, 2010; Van Lier, 2000) são propiciadas por meio de uma sequência didática construída à luz da Pedagogia dos Multiletramentos (Rojo, 2012/2013; GNL, 1996/2021) – que culmina na produção de textos do gênero fanfiction (Sachs, 2019; Rojo, 2012; Jenkins, 2006/2009). Dessa forma, o estudo centralizou o olhar investigativo nos temas levantados pelos jovens do nono ano dos anos finais do Ensino Fundamental, mediante suas narrativas ficcionais midiáticas e publicadas em uma plataforma de circulação de fanfictions. A análise dos textos produzidos pelos alunos foi realizada a partir dos conteúdos temáticos abordados nas fanfictions provenientes da perspectiva do Interacionismo Sociodiscursivo (Bronckart, J.; Bronckart, E., 2017; Guimarães, 2007; Bronckart, J. 2006/2008). Os resultados obtidos apontaram para compreensão da aprendizagem por meio da Pedagogia dos Multiletramentos em sintonia com a Cultura Participativa e na produção escolar-midiática, assim como para a compreensão das affordances que são propiciadas nas aulas de língua inglesa, com a aplicação da sequência didática proposta, na produção escrita de fanfictions por alunos e na responsabilização do processo de ensino-aprendizagem.
This research aims at investigating how the linguistic repertoires of English students are expanded in media production in consonance with Participatory Culture (Jenkins, 2009) and at investigating which affordances (Gibson, 2015; Paiva, 2010; Van Lier, 2000) are provided through a didactic sequence built in the light of the Pedagogy of Multiliteracies (Rojo, 2012/2013; GNL, 1996/2021) that culminates in the production of fanfiction texts (Sachs, 2019; Rojo, 2012; Jenkins, 2006/2009). In this way, the study focuses on the investigative aspect of the themes raised by young people in the ninth grade of middle school in their fictional media narratives and published on a fanfiction dissemination platform. The analysis of the texts produced by the students will be based on the thematic contents aligned with the perspective of Socio-discursive Interactionism (Bronckart, J.; Bronckart, E., 2017, Guimarães, 2007; Bronckart, J. 2006/2008). We hope to contribute, with this study, to a greater understanding of learning through the Pedagogy of Multiliteracies in agreement with Participatory Culture and in school-media production, as well as for the understanding of the resources that are offered in the English classes with the use of the proposed didactic unit, in the production of fanfictions by students, and in the accountability of the teaching-learning process.
This research aims at investigating how the linguistic repertoires of English students are expanded in media production in consonance with Participatory Culture (Jenkins, 2009) and at investigating which affordances (Gibson, 2015; Paiva, 2010; Van Lier, 2000) are provided through a didactic sequence built in the light of the Pedagogy of Multiliteracies (Rojo, 2012/2013; GNL, 1996/2021) that culminates in the production of fanfiction texts (Sachs, 2019; Rojo, 2012; Jenkins, 2006/2009). In this way, the study focuses on the investigative aspect of the themes raised by young people in the ninth grade of middle school in their fictional media narratives and published on a fanfiction dissemination platform. The analysis of the texts produced by the students will be based on the thematic contents aligned with the perspective of Socio-discursive Interactionism (Bronckart, J.; Bronckart, E., 2017, Guimarães, 2007; Bronckart, J. 2006/2008). We hope to contribute, with this study, to a greater understanding of learning through the Pedagogy of Multiliteracies in agreement with Participatory Culture and in school-media production, as well as for the understanding of the resources that are offered in the English classes with the use of the proposed didactic unit, in the production of fanfictions by students, and in the accountability of the teaching-learning process.