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There is a consensus that reading is an important element in the teaching process. This can be inferred both from the attention that some public education policies pay to the subject and from the ideas of educational thinkers who are considered references in the study of pedagogical practices to encourage reading. Against this backdrop, the motivation to investigate how literary mashups - narratives constructed from literary classics, taken as source texts - were produced emerged, as they were works that were part of the students' free reading, brought by them into the classroom, provoking curiosity and encouraging others. In this sense, the research is orientated around questions that seek to produce a debate on the importance of pedagogical action that takes into account the voices and knowledge of young people, crossed by the social practices of their time: can it be productive to take advantage, in Literature classes, of the reading that students do outside of school? What is the dialogue like between the language of the classic and that of the mashup? What is the relevance of literary mashups in school reading activities?
About the author
Doctorante en littérature comparée à l'UFF ; Master en éducation à l'UERJ ; spécialiste en langue portugaise à la Faculté de philosophie Santa Dorotéia (FFSD), en enseignement de la lecture et de la production de textes à l'UFF, et en études littéraires à l'UERJ ; diplômée en littérature de la FFSD ; enseignante à l'école primaire dans l'État de Rio de Janeiro.
