Alice Inanimada (episode 1) and “Avó e neto contra vento e areia”, by Teolinda Gersão: how to legitimately read digital literature in the current portuguese syllabus for secondary education

Authors

DOI:

https://doi.org/10.14195/2182-8830_8-1_13

Keywords:

digital literature, literary education, curriculum

Abstract

Inanimate Alice is a unique example of the effectiveness of electronic literature on young readers. In Portugal, the impact of this story and the way in which it proposes contact with the ecology of digital media justify the acknowledgement of its aesthetic merits in school education, where electronic works are still absent. However, the syllabus is not a closed system that prevents any approach to artistic works not listed in the official reading list, and is open to the inclusion of other texts. Avó e neto contra vento e areia (Grandmother and Grandson against Wind and Sand), a short story by Teolinda Gersão, is an excellent literary vehicle for facilitating that inclusion, through the thematic and symbolic dialogue that can be established with Inanimate Alice. This dialogue involved a pedagogic experiment in which Inanimate Alice was extensively read in close relation with Teolinda Gersão’s story. The report of the experiment shows several possibilities for joint exploration and use of these works.

Downloads

Download data is not yet available.

References

ALBUQUERQUE E AGUILAR, Ana (2018). “Alice nos bancos da escola: o trabalho com a personagem em Inanimate Alice.” Encuentros digitales: escrituras, colecciones, aprendi-zajes en español / Encontros digitais: escritas, coleções, aprendizagem em português. Ed. Adrián Menéndez de la Cuesta González. Madrid: Universidad Complutense de Madrid / Fundación BBVA. 73-105.

FERREIRA, Ermelinda Maria Araújo (2013). “Inanimate Alice: o Bildungsroman da era digital.” Intersemiose 2.4: 66-82.

FLEMING, Laura (2013). “Expanding Learning Opportunities with Transmedia Practices: Inanimate Alice as an Exemplar.” Journal of Media Literary Education 5.2: 370-377.

GERSÃO, Teolinda (2006). “Grandmother and Grandson against Wind and Sand.” Tr. Margaret Jull Costa. The Threepenny Review 107: 8-9. https://www.jstor.org/stable/4385554.

GUILLORY, John (1993). Cultural Capital. The Problem of Literary Canon Formation. Chicago: The University of Chicago Press.

HOVIOUS, Amanda (2013). “Exploring Inanimate Alice. A Playful Approach to Literacy and Learning.” EdTech Digest. 22 October 2019. https://edtechdigest.wordpress.com/2013/10/11/exploring-inanimate-alice/.

MACHADO, Ana Maria, Andy Campbell, Ian Harper, Ana Albuquerque e Aguilar, e António Oliveira (2018). “Alice inanimada. A estória da série e o seu impacto em Portugal.” MATLIT. Materialidades da literatura 6.3: 93-104. https://doi.org/10.14195/2182-8830_6-3_8.

MELLO, Cristina, Ana Paula Loureiro e Maria Armanda Duarte Pinheiro (2019). “Prá-ticas de escrita a partir da leitura de texto literário. Um estudo de caso no 7.º ano de escolaridade.” A formação inicial de professores nas humanidades. Reflexões didáticas. Coord. Ana R. Luís et al. Coimbra: Imprensa da Universidade de Coimbra. 351-377.

PULLINGER, Kate (2015). “Inanimate Alice. How We Accidentally Created a Digital Story for Schools.” Digital Literature for Children. Readers and Educational Practices. Eds. Mireia Manresa and Neus Real. Brussels: Peter Lang. 213-220.

ROSENBLATT, Louise M. (1976). Literature as Exploration. New York: Noble and Noble.

SADOKIERSKI, Zoë (2013). “What Is a Book in the Digital Age?”, The Conversation 11.11. https://theconversation.com/what-is-a-book-in-the-digital-age-19071.

ZANDSTRA, Carly (2013). “Bringing Inanimate Alice to Life in the Classroom.” Words’Worth 46.1: 1-6.

Downloads

Published

2020-10-28

How to Cite

Mateus, Rui Afonso. 2020. “Alice Inanimada (episode 1) and ‘Avó E Neto Contra Vento E areia’, by Teolinda Gersão: How to Legitimately Read Digital Literature in the Current Portuguese Syllabus for Secondary Education”. MATLIT: Materialities of Literature 8 (1):241-52. https://doi.org/10.14195/2182-8830_8-1_13.

Issue

Vol. 8 No. 1 (2020): Teaching Digital Literature

Section

Secção Temática | Thematic Section

License

MATLIT embraces full open access to all issues. Authors who publish with this journal agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution- 4.0 International (CC BY 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
  4. A CC licensing information in a machine-readable format is embedded in all articles published by MATLIT.
  1. Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
  2. No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.

Notices:

  1. You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation.
  2. No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.