Alana Driziê Gonzatti dos Santos

Maria do Socorro Oliveira Moisés Alberto Calle Aguirre

Rita de Cascia Gomes

Session: ◦ Computer Supported Collaborative Work

Focus: ◦ Family literacy; Eletronic Newspaper Genre; Social

Practice.

Context: ◦ Natal, Rio Grande do Norte, Brazil.

What do we seek? ◦ To embrace social, cultural and family aspects of

the student and his community.

In which context? ◦ A class of first year of elementary education at a

school in the metropolitan region of Natal, Rio Grande do Norte (RN)’s capital.

How? ◦ By proposing the school as a space for social action,

involving family and students in written practices to create a social production, their electronic newspaper.

Why? ◦ To discuss construction impacts of an electronic

newspaper from literacies events, bringing together community members in the school environment, collaboratively and into social practices.

How do we guide our work? ◦ We guide our work from the following research

questions: What is the relevance of the work with the electronic newspaper in the studied context? How to outline actions that go beyond the classroom walls? How can the family participate effectively in social practices in the school environment?

Field of studies: ◦ Applied Linguistics (LA)

Paradigm: ◦ Qualitative-interpretative

Nature: ◦ Collaborative

Our construction

When? ◦ The construction of the data was taken from the

promotion of literacies events, which occurred after the weekly interaction between researchers, students, families and the community, during one year.

Why in this context? ◦ The researchers and the school participate on a research

project conducted by the Federal University of Rio Grande do Norte (UFRN) called "The habitus of study: builder of a new reality in basic education in the metropolitan region of Natal“.

How did you generate your data? ◦ The literacies events were recorded from field

diaries, notes, records with photos or videos, among others, in order to be concrete evidence of the social impact of research. Also, the publications itselves showed the transformations through this project.

First Edition of “Jornal Ensolarado”, available in

< http://www.calameo.com/read/00347790747e9b115f824 >

Second Edition of “Jornal Ensolarado”, available in

< http://www.calameo.com/read/003477907338483db3b3d >

Third Edition of “Jornal Ensolarado”, available in

< http://www.calameo.com/read/0034779077e363faaead7 >

Fourth Edition of “Jornal Ensolarado”, available in

< http://www.calameo.com/read/003477907b02ecd3fc519 >

Table 1. Links of acess to the corpus of this research

The concept of writing as a means of social agency ◦ Bazerman (2011)

A distinction between the concepts of literacy/alphabetization and literacy/literacies ◦ Kleiman (2000)

Literacies ◦ Oliveira (2011)

Family literacies ◦ Cairney (2005)

Public policies ◦ Bendrath (2010)

Digital literacies ◦ Leu AT AL (2004)

Electronic newspaper ◦ Palacios (2001)

Page from our newspaper, bringing reports of mothers, grandmothers and fathers who participated in our first moment in the classroom on celebration to the Mother’s Day. One of the reports says < “Being a mother is something that cannot be expressed through words, it’s when the most beautiful thing in the world is a smile, watching him sleep, on a thigh hug after suffering from a fall, and be, or better, to feel, the most special person in the world. To be a mom is to be everything. To the teachers: I come to congratulate and thank for the hard work that this beautiful team has done for us and our children, being here not only a school, but an extension of our home, bringing not just scholar learning but also life lessons, congratulations you are as much as our children a blesson from God.” >

First comment on our publication < “What do you think about it?” João em 12/19/2012 at 10:15 AM answered “This project is great, my son from the school (…) participates, it’s wonderful, my son is (…) from the teacher (…), my name is João (…), congratulations to the master (…)” >

Pages from our newspaper, bringing the roundtable constituted of parents who participated in our research, making a speech at the University (UFRN)

What is the relevance of the work with the electronic newspaper in the studied context? ◦ It developed activities with varying foci of learning

from the classroom and school, with contributions from students, families and school community. Tasks involving various genres, mutual productions, individual writing, collective experiences with students and parents, dynamics, playing, games, films and trips, all aiming at the learning and gathering materials for the newspaper that has been held with the group.

Testimonials from school staff about the activities

◦ Teacher 1: "A creative journal, which allowed work

the imagination of children, as well as cognitive development."

◦ Teacher 2: "Very educational and provided a construction continues day to day the children."

◦ Coordinator: "Amazing Initiative and encouragement for students' productions and also future production of the school."

How to outline actions that go beyond the classroom walls? ◦ The focus on agency as a procedure to forward the

activities in the school environment is a way to trace actions that go beyond the classroom. If we consider that the practices of reading and writing are by its nature, social, we are able to carry out activities that bring meaning and relevance to participants. In addition, working with located issues in their own contexts - community problems, for example - is crucial for the student and participants to feel agents in this process. An alternative to this type of work is the use of literacies projects at school. With this, all the action will be focused on solving a problem of the agents, and their work will enable transformations using practices of reading and writing.

How can the family participate effectively in social practices in the school environment? ◦ We suggested issues to be considered in actions focused on

family literacies: (i) the work focused and well-defined objectives, so that families can understand the importance of production; (ii) the presentation of topics that address the needs and interests of families and children participating - concern about the situation of the community; (iii) the adoption of actions of empowerment, especially in communities that suffer some form of exclusion or who are socially marginalized, focusing on social and agentive practices of reading and writing; (iv) the mobilization of times where all participants practice reflection on their actions and their impact on others and their own daily lives; (v) the legitimating of knowledge and literacy practices of families to dispose the gap created between families and schools; (vi) promoting moments of shared reading and writing practices among students and families, providing dialogue.

We emphasize that, in social researches, the acceptance of the participants is necessary so that the activities are carried out, and we think that is why it is delicate to build family literacies projects in our context. We believe that works to raise awareness of the space of the family in the school and its importance to extend learning are still needed to open the horizons to more researches relating to this topic.

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KLEIMAN, A. (2000) O processo de aculturação pela escrita: ensino da forma ou aprendizagem da função? In:___; SIGNORINI, I. (Orgs.). O ensino e a formação do professor: alfabetização de jovens e adultos. Porto Alegre: ARTMED.

BENDRATH, E. A. (2010). O programa Escola da Família enquanto política pública: Políticas Compensatórias e Avaliação de Rendimento. Dissertação (mestrado). Programa de Pós Graduação em Educação da UNESP/FCT. Presidente Prudente: FAPESP.

If you have any questions about our work, please contact us:

alanadrizie@hotmail.com

cascia2506@hotmail.com

calle_moises@hotmail.com

msroliveira.ufrn@gmail.com