O Congresso da International Research Society for Children’s Literature é o ponto de encontro dos maiores pesquisadores em literatura infantil e juvenil do mundo. Então é com grande felicidade que anuncio que meu paper, intitulado The embodied voicing of emotions in children reading literary apps, foi aprovado para a 22a. edição do evento, que ocorre em agosto na Suécia. Para saber sobre esse e outros eventos acadêmicos da área em 2019, confira esse post.

O artigo será resultado do meu atual projeto de pós-doutorado, realizado na PUC-SP, que estuda os aspectos afetivos e emocionais da literatura infantil digital na primeira infância. Confira o resumo da apresentação a seguir (em inglês):

The embodied voicing of emotions in children reading literary apps (abstract)

Children can silently voice their reading experience through their facial and body expressions, but a critical aspect of reading literary apps regards the fact that readers are granted the opportunity for channeling their voices in non-verbal ways through interactivity, using their bodies to “speak out” their choices, interests, and emotions in relation to the story. Therefore, in the analysis of children’s digital literature and their reading, the concept of voice must take a multimodal perspective and go beyond what is said verbally.
In this presentation, I will draw on data collected for a project on preschool children’s meaning-making with literary apps. The research involved the observation of 4-year-old children reading literary apps with a parent in a public library in the UK. The data was analyzed through multimodal methods which aimed at uncovering the role of the body in children’s digital reading. The corpus of the research includes the apps Little Red Riding Hood, by Nosy Crow (2013), The Monster at the End of this Book, by Jon Stone and Michael Smollin (2011), and Hat Monkey, by Chris Haughton (2013).
The paper will focus on the emotional layer of the embodied experience of reading literary apps. Regarding the texts, it will analyze how the characters’ emotions are “voiced” through their facial and body expressions. The children’s embodied expressions of emotion will also be considered, and the relationships between the emotional states of the characters and those of the child readers will be drawn. Two primary forms of emotional response will be considered: moments in which the children showed sympathy towards the characters’ emotions and moments in which they did not, either because they did not empathize or because they mischievously and playfully ignored the characters’ emotions. Finally, the impact of interactivity and how through certain forms of participation readers can affect the emotional state of the characters will be discussed. The research is framed through a multimodality framework (Kress, 2010), and the analysis of emotion and its relation to the body will be discussed under an interdisciplinary framework that includes Merleau-Ponty’s phenomenology (2012) and contemporary works on embodied cognition such as Colombetti’s (2014).

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