<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1983-9278</journal-id>
<journal-title><![CDATA[Eccos Revista Científica]]></journal-title>
<abbrev-journal-title><![CDATA[Eccos Rev. Cient.]]></abbrev-journal-title>
<issn>1983-9278</issn>
<publisher>
<publisher-name><![CDATA[Universidade Nove de Julho - UNINOVE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1983-92782024000300201</article-id>
<article-id pub-id-type="doi">10.5585/eccos.n70.26508</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[LITERATURA HARDWARE, LEITURA SOFTWARE: AS OBRAS LITERÁRIAS COMO FERRAMENTAS PEDAGÓGICAS NO PROCESSO DE APRENDIZAGEM]]></article-title>
<article-title xml:lang="en"><![CDATA[LITERATURE HARDWARE, READING SOFTWARE: LITERARY WORKS AS PEDAGOGICAL TOOLS IN THE LEARNING PROCESS]]></article-title>
<article-title xml:lang="es"><![CDATA[HARDWARE DE LITERATURA, SOFTWARE DE LECTURA: LAS OBRAS LITERARIAS COMO HERRAMIENTAS PEDAGÓGICAS EN EL PROCESO DE APRENDIZAJE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Romão]]></surname>
<given-names><![CDATA[José Eustáquio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Araujo Junior]]></surname>
<given-names><![CDATA[Claudio Gomes de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Nove de Julho  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Nove de Julho  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2024</year>
</pub-date>
<numero>70</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1983-92782024000300201&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1983-92782024000300201&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1983-92782024000300201&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Há, sem dúvidas, uma relevante interferência do desenvolvimento tecnológico nas relações sociais em geral, e nas relações escolares, em particular. Cientes, pois, da existência de uma informação rápida em circulação, nem sempre de qualidade, por que não investir na construção de redes educacionais e de conscientização? É a partir dessa proposição, portanto, que aproveitamos para levantar uma questão importante, mas, não raro escanteada: Neste admirável mundo novo, qual seria a relevância da literatura na formação cultural e intelectual dos jovens em atividade escolar? Nossa hipótese, portanto, é a de que, em sendo a literatura um bem cultural, cujo valor se revela inestimável para a sociedade, tenha ela, naturalmente, o poder de contribuir, sobremaneira, para um desenvolvimento dos alunos, não apenas estético, mas igualmente cognitivo. Tem-se na leitura, portanto, uma forma de integração. Nestes termos, a literatura revela-se, efetivamente, uma ferramenta útil e eficaz para todo e qualquer tipo de aprendizagem; um instrumento didático afável que, aliado a citada irremissível tecnologia, tem a capacidade de atingir, igualmente, a demanda de toda essa nova geração de alunos, de raciocínio não linear e multifocal. Sabe-se que há uma linha tênue entre o real e o fictício. Neste sentido, há de se ver conectados à literatura, não só todos os tipos de estudos sociais, mas toda forma de conhecimento e, pelos meios digitais, ver-se formado um mecanismo de integração entre educandos e sociedade. À guisa de conclusão, é possível chegarmos a um consenso de que os estudos literários não interessam apenas aos linguistas (Leahy-Dios, 2004). São, em verdade, de uma relevância tão fundamental para a educação quanto esta é para a causa do ensinar/aprender a pensar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract There is, without a doubt, a relevant interference of technological development in social relations in general, and in school relations, in particular. Aware, therefore, of the existence of fast information in circulation, not always of quality, why not invest in the construction of educational and awareness networks? It is from this proposition, therefore, that we take the opportunity to raise an important but often overlooked question: In this brave new world, what would be the relevance of literature in the cultural and intellectual formation of young people in school activities? Our hypothesis, therefore, is that, as literature is a cultural asset, whose value proves to be inestimable for society, it naturally has the power to contribute greatly to the development of students, not only aesthetically, but also equally cognitive. Therefore, reading provides a form of integration. In these terms, literature effectively proves to be a useful and effective tool for any and all types of learning; an affable teaching instrument that, combined with the aforementioned irredeemable technology, has the capacity to equally meet the demand of this entire new generation of students, for non-linear and multifocal reasoning. It is known that there is a fine line between the real and the fictional. In this sense, not only all types of social studies, but all forms of knowledge must be connected to literature and, through digital media, an integration mechanism must be formed between students and society. By way of conclusion, it is possible to reach a consensus that literary studies are not only of interest to linguists (Leahy-Dios, 2004). They are, in fact, as fundamentally relevant to education as it is to the cause of teaching/learning to think.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Existe, sin duda, una relevante interferencia del desarrollo tecnológico en las relaciones sociales en general, y en las relaciones escolares, en particular. Conscientes, por tanto, de la existencia de información en circulación rápida, no siempre de calidad, ¿por qué no invertir en la construcción de redes educativas y de sensibilización? Es a partir de esta propuesta, por tanto, que aprovechamos la oportunidad para plantear una pregunta importante pero muchas veces pasada por alto: en este nuevo mundo feliz, ¿cuál sería la relevancia de la literatura en la formación cultural e intelectual de los jóvenes en las actividades escolares? Nuestra hipótesis, por tanto, es que, al ser la literatura un bien cultural, cuyo valor resulta inestimable para la sociedad, naturalmente tiene el poder de contribuir en gran medida al desarrollo de los estudiantes, no sólo estéticamente, sino también cognitivamente. Por tanto, la lectura proporciona una forma de integración. En estos términos, la literatura demuestra efectivamente ser una herramienta útil y eficaz para cualquier tipo de aprendizaje; un afable instrumento de enseñanza que, combinado con la irredimible tecnología antes mencionada, tiene la capacidad de satisfacer por igual la demanda de toda esta nueva generación de estudiantes, de razonamiento no lineal y multifocal. Se sabe que existe una delgada línea entre lo real y lo ficticio. En este sentido, no sólo todos los tipos de estudios sociales, sino todas las formas de conocimiento deben conectarse a la literatura y, a través de los medios digitales, debe formarse un mecanismo de integración entre los estudiantes y la sociedad. A modo de conclusión, es posible llegar a un consenso en que los estudios literarios no sólo interesan a los lingüistas (Leahy-Dios, 2004). De hecho, son tan fundamentalmente relevantes para la educación como lo es para la causa de enseñar/aprender a pensar.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação]]></kwd>
<kwd lng="pt"><![CDATA[literatura]]></kwd>
<kwd lng="pt"><![CDATA[tecnologias.]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[literature]]></kwd>
<kwd lng="en"><![CDATA[technologies.]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[literatura]]></kwd>
<kwd lng="es"><![CDATA[tecnologías.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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