ABSTRACT
This paper aims to demonstrate how fanfictions, one among several social practices of writing outside school environments, are capable of promoting literary literacy as well as authorship through school activities. The theoretical foundations of this investigation are based on Bakhtin (2013Bakhtin, Mikahil. (2013). Problemas da poética de Dostoévski. Rio de Janeiro: Forense Universitária.), Foucault (1992Foucault, Michel. (1992). O que é um autor? Lisboa, Vega: Passagens.), Possenti (2009Possenti, Sírio. (2009). Indícios de autoria. In _____ Questões para analistas do discurso. São Paulo: Parábola Editorial.), Cosson (2002Cosson, Rildo. (2002). O apagamento da literatura na escola. Investigações: linguística e teoria literária. v. 15, no. 1, jul. Universidade Federal de Pernambuco. CAC. Programa de pós-graduação em Letras e Linguística. Recife: Ed. Universitária da UFPE.) and Dolz et al (2004Dolz, Joaquim, Noverraz, Michèle, & Schneuwly, Bernard. (2004). Sequências didáticas para o oral e a escrita: apresentação de um procedimento. In Dolz, J., & Schneuwly, B. Gêneros orais e escritos na escola. Campinas, SP: Mercado de Letras.). 15 text productions were evaluated and they were based on the short stories Tangerine-girl by Rachel de Queiroz and Missa do galo by Machado de Assis. In all text productions, the writing of personal diary entries from the perspective of the female character was the goal. They were intended to incorporate elements related to the contents and most significant actions of both narratives as well as the characteristics of the text genre to be produced. Results showed that the reading of the short story together with the writing of a fanfiction is exemplary for the development of literary literacy and authorship promotion because they not only allow a detailed understanding of the multiple meanings of the text but also permit a dialogic reconstruction from this understanding in the steps of text production.
Keywords:
Fanfiction; Literary literacy; School authorship