Navegando pelo Livro Interativo Digital

Abstract

The history of the book made it possible to comprehend that books not only evolved into other formats but also to comprehend the possibility of coexistence of supports and formats, as well as the emergence of innovations throughout the centuries, configuring, this way, the existing diversity to meet the needs of different types of readers. Therefore, it is relevant to reflect on the diversity of kinds of books that meet that multiplicity of readers, and here, it was proposed the investigative scope regarding digital interactive books and their possible readers. The research was developed at the Federal University of Goiás/Federal University of Catalão on implementation, inside the Post-graduation Program on Education and discussed inside the Education Research and Reading group, it had in target to analyze the available resources on five digital interactive books and how it could potentialize the formation of possible readers. For specific goals, it is intended to contextualize the transformation of supports until the digital interactive book, describing and analyzing five digital interactive books, seeking a specific reader's profile from the digital interactive book based on this book's resources. Thus, how do the resources available in five digital interactive books appear, and how they can empower the formation of possible readers? The methodology used was a qualitative approach, basic in nature, and exploratory. And had for its procedures a bibliographic and documental analysis, using authors such as Roger Chartier, Wilson Martins, Pierre Levy, and Lucia Santaella for the discussion. It results in the analysis of five digital interactive books, Dear Diary, Dead City, Duskwood, Dear Mona e Life is Strange, under the aspects of multimedia, textual forms, interactivity, gamification, and content organization. It was concluded that the resources are used diversely and present many possibilities that contributed to enriching the digital interactive book and that the composing structure, from multimedia to content organization, point to immersive readers, among them young people as a possible reader, because they are prone to be immersive readers, precisely because they were born in a context and a society with more digital influences, allowing them to acquire their own skills to use these resources and taste for these innovations, also for being a reader who programs his reading in a place with a plurality of signs, not following a linear sequence.