Diários de aventura: uma jornada imersiva de letramento e apropriação subjetiva do legendarium de Tolkien

Abstract

This study explores the pedagogical potential of high fantasy literature, which remains underestimated in Portuguese language education. Grounded in the concept of literary literacy proposed by Rildo Cosson (2014) and in the emphasis on subjective reading advanced by Vincent Jouve (2010) and Annie Rouxel (2010), a didactic sequence was developed and implemented centered on The Hobbit, by J. R. R. Tolkien, and on elements of its broader fictional universe. Engagement with Tolkien’s legendarium was fostered through immersive, multimodal activities aimed at promoting student agency, the expression of the reader as subject, and a lasting affective involvement with the text. The methodology, based on Michel Thiollent’s (2003) Action Research framework, involved second-year high school students in the creation of digital Adventure Diaries that creatively documented their experiences with the novel and its legendarium. These texts were qualitatively analyzed to identify evidence of writing development and subjective investment in reading, with positive results, while acknowledging variations related to individual predispositions and distinct reading trajectories. The proposal also offers adaptable strategies for the pedagogical use of other fantasy worlds.