Portabilidade, Evanescências e Rubricas: Discussões em torno da Literatura Digital na Sala de Aula
Resumo
Esse texto trata de três aspectos que afetam a tentativa de abordagem em sala de aula do texto literário criado em ambiente digital, observando suas relações com a formação pedagógica de futuros professores. A integridade do objeto e sua possível recepção, denominada de portabilidade, será caracterizada pelo enfrentamento direto do texto pelo fruidor e a sua difícil ou improvável reprodutibilidade em sala de aula enquanto experiência estética. No caso da evanescência, tanto o acesso, enquanto experiência estética, quanto o estudo, como crítica, se tornam problemáticos diante de obstáculos como georrefenciamento, direito autoral, transitoriedade do objeto e obsolescência de software e hardware. Por último, as rubricas ou os mecanismos norteadores da experiência de leitura não só a organizam, mas também impõem desde antes os limites da percepção do objeto literário.
DOI: http://dx.doi.org/10.14195/2182-8830_4-2_11
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Referências
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http://www.washingtonpost.com/blogs/post-partisan/wp/2015/04/30/how-western-media-would-cover-baltimore-if-it-happened-elsewhere/?postshare=401430447574070.
BAGGI, Cristiane Aparecida dos Santos, Doraci Alves Lopes (2011). “Evasão e avaliação institucional no ensino superior: uma discussão bibliográfica.” Avaliação 16.2 (jul.): 355-374.
http://www.scielo.br/pdf/aval/v16n2/a07v16n2.
BAKHTIN, Mikhail (2002). Questões de Literatura e Estética. São Paulo: Hucitec.
BENNETT, Sue, Karl Maton, Lisa Kervin (2008). “The ‘digital natives’ debate: a critical review of evidence.” British Journal of Educational Technology 39.5: 775-786. doi:10.1111/j.1467-8535.2007.00793.x.
BOLTER, Jay David (2007). “Digital Media and Art: Always Already Complicit?” Criticism 49.1 (winter): 107-118.
http://digitalcommons.wayne.edu/criticism/ vol49/iss1/5.
BOLTER, Jay David, Richard Grusin (1999). Remediation: Understanding New Media. Cambridge: MIT Press.
CAMPOS, Augusto (2003). Não: Poemas. São Paulo: Perspectiva.
COLLINS, Jim (2010). Bring on the Books for Everybody: How Literary Culture Became Popular Culture. Durham: Duke University Press.
CORRÊA, Alamir Aquino (2012). “Is Jorge Amado the gateway to Brazil or not?” Comparative Literature Studies 49.3: 361-371.
http://www.jstor.org/stable/10.5325/complitstudies.49.3.0361.
CORRÊA, Alamir Aquino (2014). “Aspectos Antitéticos entre Apeirokalia e Liberdade Criadora na Arte Digital.” Criação Digital: Prática e Reflexão. Eds. Cláudia G. Vilarouca, Otávio G. Tavares e Cláudio A. C. Moura. Florianópolis: Copiart. 46-58.
CORRÊA, Alamir Aquino (2016). “Tecnología y la poesía en Brasil: lo visual, lo sonoro y el nuevo ‘bello’ posible.” Poesía y Poéticas digitales / Electrónicas / Tecnos / New-media en América Latina: Definiciones y Exploraciones. Eds. Luis Correa-Díaz e Scott Weintraub. Bogotá: Universidad Central. 637-664. http://www.ucentral.edu.co/editorial/catalogo/poesia-poeticas-digitales.
EARHART, Amy E. (2012). “Can Information Be Unfettered? Race and the New Digital Humanities Canon.” Debates in the Digital Humanities. Ed. Matthew K. Gold. Minneapolis: University of Minnesota Press. 309-318.
FUNKHOUSER, Christopher (2007). Prehistoric Digital Poetry an Archaeology of Forms. Tuscaloosa, AL: University of Alabama Press.
FUNKHOUSER, Christopher (2008). “Digital Poetry: A Look at Generative, Visual, and Interconnected Possibilities in its First Four Decades.” A Companion to Digital Literary Studies. Eds. Susan Schreibman e Ray Siemens. Oxford: Blackwell. http://www.digitalhumanities.org/companionDLS/.
FUNKHOUSER, Christopher (2012). New Directions in Digital Poetry. New York: Continuum.
GARCÍA CANCLINI, Néstor (1989). Culturas Híbridas: Estrategias para Entrar y Salir de la Modernidad. México: Grijalbo.
GARCÍA CANCLINI, Néstor (2004). Diferentes, Desiguales y Desconectados. Barcelona: Gedisa.
GIAMPÁ, Daniele (2010). Testo e Tessuto. Parla come Navighi. Antologia della Webletteratura Italiana. Ed. Mario Gerosa. Piombino: Associazone Culturale Il Foglio. http://elmcip.net/node/10384.
HARTLING, Florian (2005). “The Canonization of German-language Digital Literature.” CLCWeb: Comparative Literature and Culture 7.4
http://dx.doi.org/10.7771/1481-4374.1281.
HAYLES, N. Katherine (2008). Electronic Literature: New Horizons for the Literary. Notre Dame: University of Notre Dame Press.
JONES, Christopher, Binhui Shao (2011). The Net Generation and Digital Natives: Implications for Higher Education. York: Higher Education Academy. https://www.heacademy.ac.uk/node/4011.
JUVAN, Marco (2000). “On Literariness: From Post-Structuralism to Systems Theory.” CLCWeb: Comparative Literature and Culture 2.2.
http://docs.lib.purdue.edu/clcweb/vol2/iss2/.
KIRCHOF, Edgar R. (2013). “Desafios para o ensino da literatura digital.” Revista da ANPOLL 35: 127-142.
http://www.anpoll.org.br/revista/index.php/revista/article/view/647/716.
KIRSCHENBAUM, Matthew G. (2008). Mechanisms: New Media and the Forensic Imagination. Cambridge: MIT.
KNEWTON. Flipped classroom. http://www.knewton.com/flipped-classroom/.
LANDOW, George P. (2006). Hypertext 3.0: Critical Theory and New Media in an Era of Globalization. Baltimore: Johns Hopkins University Press.
LAVAGNINO, John (2008). “Digital and Analog Texts. A Companion to Digital Literary Studies.” Eds. Susan Schreibman e Ray Siemens. Oxford: Blackwell. http://www.digitalhumanities.org/companionDLS/.
PAYNE, Susan E. (2013). “Teaching Today's “Digital Native” College Student.” North American Professors of Christian Education Conference: papers. http://www.napce.org/documents/!pdfs/papers-2013/payne.pdf.
PRENSKY, Marc (2001). “Digital Natives, Digital Immigrants Part 1.” On the Horizon 9.5: 1-6. http://dx.doi.org/ 10.1108/10748120110424816.
PRENSKY, Marc (2010). Teaching Digital Natives: Partnering for Real Learning. Thousand Oaks: Corwin.
PRESSMAN, Jessica (2014). Digital Modernism: Making it New in New Media. New York: Oxford U P.
PRESSMAN, Jessica, and Lisa Swanstrom (2013). “The Literary And/As the Digital Humanities.” Digital Humanities Quaterly 7.1.
http://www.digitalhumanities.org/dhq/vol/7/1/000154/000154.html.
PRICE, Kenneth M., Ray Siemens (2014). “Introduction.” Literary Studies in the Digital Age: An Evolving Anthology.
https://dlsanthology.commons.mla.org/introduction/.
RETTBERG, Scott (2013). “An Emerging Canon? A Preliminary Analysis of All References to Creative Works in Critical Writing Documented in the ELMCIP Electronic Literature Knowledge Base.” Elmcip.
http://elmcip.net/criticalwriting/emerging-canon-preliminary-analysis-all-references-creative-works-critical-writing.
RONSON, Jon (2015). “How One Stupid Tweet Blew Up Justine Sacco’s Life.” The New York Times Magazine 12 fev.
http://www.nytimes.com/2015/02/15/magazine/how-one-stupid-tweet-ruined-justine-saccos-life.html?_r=0.
SANTOS, Alckmar Luiz dos (2003). Leituras de Nós: Ciberespaço e Literatura. São Paulo: Itaú Cultural.
SANZ, Amelia (2013). “Digital Humanities or Hypercolonial Studies.” http://responsible-innovation.org.uk/torrii/sites/default/files/Final%20_sanz_hypercolonial_sent3.pdf.
SCHOLES, Robert (1985). Textual Power: Literary Theory and the Teaching of English. New Haven: Yale University Press.
SIMANOWSKI, Roberto, Jörgen Schäffer, Peter Gendolla (2010). Reading Moving Letters: Digital Literature in Research and Teaching. New Brunswick: Transcript.
SMITH, Erika (2013). “Are Adult Educators and Learners ‘Digital Immigrants’? Examining the Evidence and Impacts for Continuing Education.” Canadian Journal of University Continuing Education 39.1 (spring): 1-13. https://ejournals.library.ualberta.ca/index.php/cjuce-rcepu/article/viewFile/20722/15827.
STOKES, Suzanne (2001). “Visual Literacy in Teaching and Learning: A Literature Perspective.” Electronic Journal for the Integration of Technology in Education 1.1. http://ejite.isu.edu/Volume1No1/Stokes.html.
TWEEDIE, Eddie (2015). “Google’s New Classroom App Lets Kids Turn In Homework With Their Phones.” Business Insider.
http://www.businessinsider.com/google-classroom-app-lets-kids-turn-in-homework-with-their-phones-2015-1.
UNESCO. Institute for Information Technologies in Education (2011). Policy Brief – Digital Natives: How do They Learn? How to Teach Them? http://iite.unesco.org/pics/publications/en/files/3214698.pdf.
WOODALL, Stephen (2014). “Radical Publishing: The Organization and Distribution of Art, Literature and Information in the 21st Century.” Eds. Dennis Reidsma, Insook Choi e Robin Bargar. Intelligent Technologies for Interactive Entertainment. Cham: Springer. 123-127.
YOO, Hyun-Joo (2007). Text, Hypertext, Hypermedia. Ästhetische Möglichkeiten der digitalen Literatur mittels Intertextualität, Interaktivität und Intermedialität. Würzburg: Königshausen & Neumann.
Publicado
2016-07-11
Como Citar
CORRÊA, Alamir Aquino.
Portabilidade, Evanescências e Rubricas: Discussões em torno da Literatura Digital na Sala de Aula.
MATLIT: Materialidades da Literatura, [S.l.], v. 4, n. 2, p. 233-253, jul. 2016.
ISSN 2182-8830.
Disponível em: <http://impactum-journals.uc.pt/matlit/article/view/2251>. Acesso em: 24 out. 2017.
doi: https://doi.org/10.14195/2182-8830.
Secção
Secção Temática | Thematic Section
Palavras-chave
literatura digital na sala de aula; formação pedagógica para o ensino de literatura digital; portabilidade; evanescência; rubricas
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