Fanfictions: Experiences Promoting Literary Literacy and School Authorship

Abstract

This paper aims to demonstrate how fanfi ctions, 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 (2013), Foucault (1992), Possenti (2009), Cosson (2002) and Dolz et al (2004). 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 signifi cant 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 fanfi ction 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.