Literature, innovation, and inclusion

digital technologies as pedagogical mediation

Authors

DOI:

https://doi.org/10.51359/2448-0215.2025.268871

Keywords:

Cyberculture, digital technologies, literature teaching

Abstract

This article aims to analyze the transformations of Literature teaching mediated by Information and Communication Technologies (ICTs). It discusses the need for pedagogical innovation and how resources such as artificial intelligence (AI) and augmented reality can enrich or fragment the literary experience. It assumes that these technologies create new reading practices (Chartier, 2011) and have altered modes of textual production (Bellei, 2010). The digitalization of literary knowledge goes beyond transferring texts to digital media, requiring critical reflection on new forms of circulation and interpretation. The integration of digital tools expands collective intelligence and supports flexible, inclusive methodologies (Lévy, 2010). Based on review and practice analysis, the findings indicate that digitalization expands access to works, fosters collaborative reading practices and enables more personalized learning trajectories, while highlighting risks such as algorithmic bias, attention fragmentation and unequal access.

Author Biographies

Moema de Souza Esmeraldo, Universidade Federal de Roraima – UFRR

Professora de magistério superior atuando no curso de Licenciatura em Educação do Campo, nos Programas de Pós-graduação em Letras (PPGL/UFRR) e Programa de Pós-graduação em Educação Inclusiva (Profei/UFRR). Também atua como tutora PET Educação do Campo.

Datyane Freitas de Alencar Freitas de Alencar, Universidade Federal de Roraima – UFRR

Graduanda em Educação do Campo, habilitação Ciências Humanas e Sociais pela Universidade Federal de Roraima (UFRR), com interesse na área de educação e tecnologias.

Jhayssa Kamylly Silva Soares, Universidade Federal de Roraima – UFRR

Graduanda em Arquitetura e Urbanismo pela UFRR, com interesse em estudos interdisciplinares que relacionam espaço, cultura e educação.

References

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Published

2025-12-12

Issue

Vol. 31 No. 1 (2025)

Section

Article (s)

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Copyright (c) 2025 Moema de Souza Esmeraldo, Datyane Freitas de Alencar Freitas de Alencar, Jhayssa Kamylly Silva Soares

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