Highly popular among teenagers from various countries, fanfiction is a literary text that predominantly circulates in virtual environments, such as self-publishing platforms, and is characterized by rewriting preexisting narratives. Observing the formal aspects of this type of text led to a reflection on the themes addressed in fanfiction: is there a common repertoire among them? Thus, this research aims to analyze the fanfiction Não me deixe sozinho (2014) by Amapa-based author Gabriel Yared to identify the literary repertoire (Even-Zohar, 2013) conveyed by this work. This fanfiction is inspired by the film Hoje Eu Não Quero Voltar Sozinho (2014), directed by Daniel Ribeiro. The research employed a discursive-mediological (Debray, 1993) and bibliographical methodology. To achieve the main objective, the following specific objectives were defined: to understand the concepts related to the universe of fanfiction (fandom) and the slash/yaoi subgenres, and to relate Yared’s fanfiction to two other selected fanfictions, Dormência Juvenil and Ao seu lado, aiming to triangulate the characteristics of the slash/yaoi repertoire. The results indicate the existence of a common repertoire in the universe of fanfiction, referred to as the fandom repertoire, which prioritizes queer, feminist, decolonial, and other critical readings. Fanfiction, as a digital literary text, brings to light topics often marginalized in the source material, such as the expression of homoerotic subtext. Utilizing rewriting techniques (Jenkins, 2015) that expand, revisit, and recontextualize canonical narratives, Gabriel Yared's fanfiction, based on an LGBTQIA+-themed film, employs strategies such as recontextualization, moral realignment, emotional reinforcement, and erotization. These techniques allow the author to amplify their voice and explore the nuances between repetition and difference (Deleuze, 2006) concerning the canon. This study, therefore, contributes to discussions on digital literature, aesthetics, and the role of fanfiction as a form of contemporary cultural production.

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This study presents an analysis of literacy practices developed in Portuguese language classes, focusing on the sociocultural diversity present in the quilombola school context. The research was conducted at the José Bonifácio State Quilombola School (EQEJB), located in the Curiaú Quilombo, in the state of Amapá. It considers that language, culture, and society are intrinsically related to social practices and therefore deserve to be included in the language teaching and learning process. The general objective of the research was to analyze the literacy practices in the Portuguese language developed at the José Bonifácio State Quilombola School. This is a field research with a descriptive nature and an interpretative qualitative approach, ethically engaged, respecting the linguistic, cultural, and identity aspects of the social group that comprises the quilombola school context. The theoretical-methodological foundations are based on official documents, books, articles, and scientific events related to the topic, especially the theoretical contributions of Bagno and Rangel (2005), Biderman (2011), Brazil (2010, 2012), Kleiman (2005), Rojo (2001), Soares (2009), among others. Regarding data analysis instruments, we considered participant observation of practices and school spaces, the interview script, and the written productions of quilombola students. Among the results achieved, we found that the EQEJB constitutes a space of affirmation, identity appreciation, and cultural plurality, and has gradually adapted to legal norms to offer education focused on ethnic-racial relations. We highlighted the literacy practices and events associated with literate practices carried out at the school, focusing on ethno-sociocultural issues to value the potential of quilombola learners, endowed with capacity, potential, knowledge, and significant experiences. Through these practices, we demonstrate that the Curiaú community represents an invaluable cultural and intangible heritage of black ancestry inherited by the Afro-descendant people, thus tending to be heterogeneous, multicultural, and diverse in their way of being, acting, and existing in the world, which can be perceived in the literacy practices and events developed in the school context.

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This dissertation explores literacy practices in the quilombola community of Mel da Pedreira, considering the diversity of contexts that define literacy. The research focused on how orality and social literacy practices are employed as instruments for the transmission of knowledge between generations. To achieve this goal, an in loco field research was undertaken. The methodology adopted was qualitative research, which, according to Fonseca (2001), works with the universe of meanings, motives, aspirations, beliefs, values, and attitudes, corresponding to a deeper space of relationships. In this way, the following question was raised: how orality and social literacy contribute to the maintenance of cultural traditions in the Mel da Pedreira community. In response to the proposed objectives, ethnographic research was carried out with the residents of the quilombola community Mel da Pedreira. Ethnography, according to Mattos (2001), contributes to the discovery of the complexity of social phenomena. The theoretical framework of this research is based on the studies of Street (2006), Marcuschi (2004), and other authors who discuss the theme.

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