(Fan)zines: estratégia para ampliação da competência discursiva na Educação de Jovens e Adultos

Abstract

The search for efficient pedagogical strategies that develop the discursive competence of Youth and Adult Education students is a challenge for many teachers. Those involved in teaching reading and writing in this modality know how difficult it is to plan activities that respect the specificities of these students and awaken their authorial process, enabling them to become proficient users of written language. This thesis explores the relationship between fanzines and textual production to understand how EJA students establish and recognize themselves as subjects through the authorship experience of creating fanzines. It examines how this handmade magazine contributes to expressiveness and the development of discursive competence in this educational context. According to the National Common Curricular Base, the axis of text production should encompass language practices related to interaction and authorship, individually or collectively, in written, oral, and multisemiotic texts for various communicative purposes and enunciative projects. Therefore, the use of fanzines in education is justified as an alternative handmade publication that emphasizes creation and authorship, fostering students' engagement with written production and enabling them to become authors of their work and be heard. The research, of an interventionist nature with a qualitative approach, adopts action research methodology, recognized in educational contexts as a strategy for the development of teachers and researchers to enhance their teaching and consequently their students' learning The theoretical framework guiding the investigative process aligns with socio-interactionist principles. Drawing from Bakhtin's (2011) conception of genre as a mode of social interaction and insights from scholars like Marcuschi (2008), Dolz and Schneuwly (2004) on language practices, as well as studies on fanzines by Andraus (2013), Santos Neto (2010), and Magalhães (2013), among others. Despite its many positive aspects, the fanzine remains underutilized as a pedagogical tool. Therefore, this research proposal aims to contribute to the development of learning strategies in reading, writing, and linguistic analysis in Portuguese language classes for EJA students