This dissertation deals with actions that seek to improve the teaching of literature so that it
accompanies the multiplicity of language use in the technological universe, reflecting
linguistic genres as social practices in the digital world, for, above all, young people. When
investigating creative writing based on the production of fanfiction in the Wattpad
application, we consider its contribution to the formation of a literary reader through the work
The Chronicles of Narnia, a complementary instrument to the teaching practices developed in
the classroom. When adding the genre as a study proposal with reading and writing
collaborates so that students can expand their linguistic and discursive skills, we achieve, as a
result, a critical conduct before this variety of texts that technology makes available. The
practice was determined in the school context and in the scenario of communication mediated
by mobile device, computer and participatory culture of students. The study was carried out
by an intervention research, also commonly called qualitative research-action, based on the
analysis of questionnaires, semi-structured interviews, fanfics readings on the Wattpad and
investigative reading of the work The Chronicles of Narnia. Through the strategy of
investigating the discursive genre and the social interactions perceived in the classroom and
on digital platforms, based on the studies of didactic sequence by Joaquim Dolz, Michèle
Noverraz and Bernard Schneuwly, the development of a critical reading of the work The
Chronicles of Narnia, with the participation of readers-authors and for the collective
construction of new meanings of this narrative, the combination of creative writing, the
teaching of literature and technology as aspects that list the formation of readers and, also, the
presence, above all, of the female audience both in the construction of writing and in the
virtual environment. With the analytical-discursive path, we demonstrate that it is likely to
establish the teaching of literature on a foundation that unifies the three analyzed objects and
that impels the development of student readers and writers with active voices in the school.
Finally, we also applied a questionnaire about the knowledge of fanfiction production, from
Wattpad to show if the student understood the resources that enhance the practices developed,
and we made available a lesson plan containing a didactic sequence to support teachers who
aim to apply reading and fanfiction writing on the Wattpad in the classroom.
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