FANFIC ON-LINE: CARACTERIZAÇÃO A PARTIR DO MODELO DIDÁTICO DE GÊNERO

Abstract

The digital age resulted in linguistic multiplicity, texts are not just 'texts', but the junction of several semioses, such as audio, video and images. This change in the notion of utterance results in the creation and/or expansion of several genres that can help language teaching in the classroom. Fanfic, a genre related to fan culture that has been explored before the Internet era, has been gaining more and more space and changing with the characteristics of digital technologies. In this perspective, this research sought to characterize fanfiction as a digital genre, surveying other works that deal with the same genre, as well as returning to the peculiarities that differentiate printed fanfic from online fanfic. For this purpose, the Didactic Model of Gender was used, which is based on the theoretical current of sociodiscursive interactionism by Bronckart (2012[1996]). This research is inserted in the field of Applied Linguistics (LA), and also a qualitative research, of the interpretative type of methodology (MARKONI; LAKATOS, 2011), as a survey was carried out of research that had previously dealt with the fanfic theme, as well as texts of the genre, and subsequent analysis and interpretation of this material. The research method used was the comparative (FACHIN, 2011), because the survey was eight online fanfic texts hosted on the digital reading platform Wattpad and analyzed from the Didactic Model of Gender, compared with the previous studies and the characteristics that the offline genre has, to finally observe what differentiates the genres from their respective digital and printed versions. The results pointed to the importance of studying digital genres, even if such a practice is still little deepened in the academy, mainly from the online fanfic genre, as its characteristics, especially in its verbal dimension, and how they differ from the offline fanfiction. We considered that this research could contribute to the training of teachers and/or researchers who intend to use this or another digital genre in the classroom.