Leitores transmídia: práticas de leitura e a relação entre leitura literária e jogos
Carregando...
Arquivos
Data
2021-02-02
Autores
Cavaca, Jonathan Cordeiro
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este trabalho visa observar de que modo as práticas de jogar jogos narrativos digitais alteraram as práticas de leitura literária dos leitores-jogadores do curso de Letras da Universidade Estadual Paulista “Julio de Mesquita Filho”, Faculdade de Ciências e Letras, campus Assis, envoltos em um modelo de leitura que o permite percorrer certo texto com o auxílio de outras mídias, aqui intitulada leitura transmídia, praticada por leitores que cresceram em uma realidade transmídia, buscando auxílio de outra(s) mídia(s) para percorrer e fruir uma narrativa, denominamo-los leitores transmídia. Segundo a teoria de Jenkins (2009) acerca da transmídia, compreendemos a leitura transmídia como a leitura feita por meio de duas ou mais mídias, de modo que o conteúdo de uma não é o mesmo da outra, adicionando informações mutuamente, mas completas quando isoladas; e por leitores transmídia, leitores que transitam entre as mídias, buscando novas informações e/ou sensações sobre um mesmo tópico, enquanto mantém seu foco e interesse durante o percurso. Visamos investigar as práticas de leitura desses leitores-jogadores por meio de entrevistas e, para que isso nos fosse possível, dedicamos três capítulos anteriores a este momento para o desenvolvimento teórico de três pontos base, e fundamentais, à pesquisa: percorremos os conceitos de Eagleton (1997) e Compagnon (1999) acerca do que é literatura e como suas nuances se desenvolveram pela história, adentrando as vozes de Genette (1998, 1972), Barthes (1972) e Todorov (1972) quanto à narratologia segundo os Formalistas Russos, resgatando-os na averiguação da literariedade presente nos jogos narrativos digitais, de modo a validar o encontro das duas mídias (livro e jogo); em seguida, o desenvolvimento das práticas de leitura na sociedade, nos valendo de Chartier (1997), Cavallo (1997), Manguel (1996) e Fischer (2003) para trafegar entre a leitura declamada, a leitura silenciosa e a leitura fragmentada, culminando no universo transmídia possibilitado pelo ciberespaço, às cores de Lévy (1998, 2010 e 2017), Rheingold (1993), Jenkins (2009) e Roberts (2013), cenário que favorecera o crescimento e desenvolvimento dos leitores transmídia; o último ponto base trata do jogo em si e seus elementos narrativos, como a literatura ergódica de Aarseth (1997), os labirintos narrativos cujos modelos labirínticos foram tratados por Doob (1992), Eco (1983), Hocke (1974) e por mim, e os intensificadores de leitura – o épico, o estado de flow, ações multimídias e a ilusão de incorporação, postas por McGonigal (2010), Chou (2010), Nakamura e Csikszentmihalyi (2009), Zichermann (2010, 2011), Løvlie (2005) – e seus efeitos na fruição da leitura, no contato com a escrita, e no engajamento em ajudar a evoluir o mundo científico, culminando, finalmente, nas práticas de leitura literária dos leitores transmídia. Todo esse percurso nos disponibilizou uma visão mais pontual em relação às entrevistas, onde fora possível observar uma expansão no que se considera fazer parte do universo literário, abrangendo-o a jogos, filmes, músicas e peças; a influência mútua das práticas de jogar e das práticas de leitura, a construção de seu percurso literário pela afinidade entre jogo e livro; e a utilização de práticas transmídia para lidarem com atividades monomídia.
The purpose of this dissertation is to observe the ways of which the digital narrative gaming practices modify the literature reading practices of the readerplayers in Languages at São Paulo State University “Julio de Mesquita Filho” (UNESP), School of Sciences, Humanities and Languages, campus Assis, surrounded by a reading model that allows them to go through a given text with the aid of other media, addressed here by transmedia reading, practiced by readers who grew up in a transmedia reality, seeking the aid of other media to course and enjoy a narrative, we denominate them transmedia readers. According to Jenkins’ (2009) theory regards transmedia, we understand transmedia reading as the reading performed with two or more media in a way that the content of one is not the same from the other, mutually adding information, but completes when apart; as for the transmedia readers, readers who transit between two media, seeking new information and/or sensations about the same topic, whilst maintaining the focus and interest along the way. We aim to investigate the reading practices of those reader-players through interviews and, so that could be possible, we have dedicated three chapters prior to that moment for the theoretic development of three base points, therefore fundamentals, to this research: we went through Eagleton’s (1997) and Compagnon’s (1999) concepts of Literature and how its shapes shifted throughout history, getting to the voices of Genette (1998, 1972), Barthes (1972) and Todorov (1972) regarding the narratology according to the Russian Formalists, which were brought back to verify the literacy present in digital narrative games, validating the encounter of the two media (book and game); the development of the reading practices in the society, taking Chartier (1997), Cavallo (1997), Manguel (1996), and Fischer (2003) to travel among reading aloud, silent reading and fragmented reading, culminating at the transmedia universe enabled by the cyberspace versed by Lévy (1998, 2010 e 2017), Rheingold (1993), Jenkins (2009), and Roberts (2013), scenery that supported the transmedia readers growth and development; the last base point is the game itself and its narrative elements, such as Aarseth’s (1997) ergodic literature, the narrative labyrinth whose labyrinthic models were discussed by Doob (1992), Eco (1983), Hocke (1974), and myself, and the reding intensifiers – the epic, the flow state, multimedia actions and the embodiment illusion, brought here by McGonigal (2010), Chou (2010), Nakamura e Csikszentmihalyi (2009), Zichermann (2010, 2011), and Løvlie (2005) – and their effects on reading fruition, on the contact with writing, and on the engagement upon helping to evolve the scientific world, finally culminating at the transmedia readers’ literature reading practices. This whole course has provided us a more punctual vision regarding the interviews, where it was possible to observe an expansion on what is considered to be part of the literary universe, embracing games, movies, music and theatrical plays; the mutual influence of the gaming practices and reading practices, the construction of one’s literary path by the affinity between game and book; and the application of transmedia practices to deal with monomedia activities.
The purpose of this dissertation is to observe the ways of which the digital narrative gaming practices modify the literature reading practices of the readerplayers in Languages at São Paulo State University “Julio de Mesquita Filho” (UNESP), School of Sciences, Humanities and Languages, campus Assis, surrounded by a reading model that allows them to go through a given text with the aid of other media, addressed here by transmedia reading, practiced by readers who grew up in a transmedia reality, seeking the aid of other media to course and enjoy a narrative, we denominate them transmedia readers. According to Jenkins’ (2009) theory regards transmedia, we understand transmedia reading as the reading performed with two or more media in a way that the content of one is not the same from the other, mutually adding information, but completes when apart; as for the transmedia readers, readers who transit between two media, seeking new information and/or sensations about the same topic, whilst maintaining the focus and interest along the way. We aim to investigate the reading practices of those reader-players through interviews and, so that could be possible, we have dedicated three chapters prior to that moment for the theoretic development of three base points, therefore fundamentals, to this research: we went through Eagleton’s (1997) and Compagnon’s (1999) concepts of Literature and how its shapes shifted throughout history, getting to the voices of Genette (1998, 1972), Barthes (1972) and Todorov (1972) regarding the narratology according to the Russian Formalists, which were brought back to verify the literacy present in digital narrative games, validating the encounter of the two media (book and game); the development of the reading practices in the society, taking Chartier (1997), Cavallo (1997), Manguel (1996), and Fischer (2003) to travel among reading aloud, silent reading and fragmented reading, culminating at the transmedia universe enabled by the cyberspace versed by Lévy (1998, 2010 e 2017), Rheingold (1993), Jenkins (2009), and Roberts (2013), scenery that supported the transmedia readers growth and development; the last base point is the game itself and its narrative elements, such as Aarseth’s (1997) ergodic literature, the narrative labyrinth whose labyrinthic models were discussed by Doob (1992), Eco (1983), Hocke (1974), and myself, and the reding intensifiers – the epic, the flow state, multimedia actions and the embodiment illusion, brought here by McGonigal (2010), Chou (2010), Nakamura e Csikszentmihalyi (2009), Zichermann (2010, 2011), and Løvlie (2005) – and their effects on reading fruition, on the contact with writing, and on the engagement upon helping to evolve the scientific world, finally culminating at the transmedia readers’ literature reading practices. This whole course has provided us a more punctual vision regarding the interviews, where it was possible to observe an expansion on what is considered to be part of the literary universe, embracing games, movies, music and theatrical plays; the mutual influence of the gaming practices and reading practices, the construction of one’s literary path by the affinity between game and book; and the application of transmedia practices to deal with monomedia activities.
Descrição
Palavras-chave
Práticas de Leitura, Leitores Transmídia, Leitura Transmídia, Práticas de Jogar, Narratologia