Cibercultura e gêneros digitais na formação do leitor crítico: palavra e imagem na poética de Antero de Alda

Abstract

This research is titled Cyberculture and Digital Genres in the Formation of the Critical Reader: word and image in the poetics of Antero de Alda. It is linked to the “Language and Social Practices” research line of the Interdisciplinary Postgraduate Program in Education, Language and Technologies (PPG-IELT), of the State University of Goiás (UEG). It seeks to answer how does the digital genres can contribute to the formation of critical readers in the context of cyberculture. We know that theses changes, driven by digital literacies, are not just consequences of technological advances, but of a new mentality, wich has been causing changes in language (Rojo, 2013). These changes have altered society's way of thinking, acting and learning, wich enhance the use of Digital Information and Communication Technologies (TDI). Beside, these changes has generating a new configuration of reading/writing in society and in the contemporary educational context. In this context, it is a urge to think of differents ways of dealing with reading and texts, and consider changes in the teaching of the Language Area and, more specifically, in the Literature area. There is a need of preparing students for an increasingly digital society, searching in cyberspace a place to discover and reflect differences and multiple identities, critically and consciously. Given the above, the objective of this study is to understand how digital genres can contribute to the formation of critical readers in the context of cyberculture. Its includes visual poems and scripts by Antero de Alda, a Portuguese web poet, who publishes his work in a virtual environment. This research is bibliographic and exploratory in nature, whose analysis procedures will have a qualitative approach, with a literary vision and its critical implications. As categories of analysis, we will focus on interactivity, multimodality and media convergence, categories seen as generally present in digital genres and which require different skills from the reader. This research is based on authors such as Marcuschi (2002, 2003 and 2010), Lemos (2009, 2004, 2006 and 2015), Lévy (2000), Silva (2012), Rojo (2005, 2008, 2012, 2013), Santaella ( 2007, 2019, 2012), which deal mainly with Cyberculture and digital genres; Cândido (2000, 2004 and 2011), Frye (2009) and Todorov (2007), among others, who discuss the value of Literature in contemporary society. Thus, this research aims to deepen knowledge and bring reflections to researchers, teachers and other education professionals about new reading/writing configurations, in the context of Cyberculture, and their implications for the formation of critical readers.