scholarly journals Analfabetismo e alfabetização de adultos em Portugal

2018 ◽  
Vol 13 (27) ◽  
pp. 369
Author(s):  
Carmen Cavaco
Keyword(s):  
Empirical Data ◽  
Adult Literacy ◽  
Literacy Practices ◽  
Educational Process ◽  
Broad Perspective ◽  
Financial Difficulties ◽  
Qualitative Nature ◽  
Illiterate Adults

<p align="center"><strong>Resumo</strong></p><p>O artigo apresenta uma análise e problematização da condição de analfabeto e de práticas de alfabetização de adultos. Os dados empíricos resultaram de uma investigação de natureza qualitativa, com recurso a entrevistas biográficas a adultos analfabetos. Apresentam-se contributos teóricos sobre o analfabetismo e a alfabetização, filiados numa perspectiva crítica e ampla do processo educativo. Os adultos entrevistados reconhecem que a sua condição de analfabeto resultou de dificuldades financeiras da família. Os adultos consideram que o facto de não saberem ler nem escrever limitou as suas oportunidades, ao longo da vida. Por fim, criticam os cursos de alfabetização, baseados na forma escolar, por estes não se adequaram os seus interesses e não valorizarem os seus saberes.</p><p> </p><p align="center"><strong>Abstrat</strong></p><p>The article presents an analysis and problematization of illiteracy and adult literacy practices. The empirical data are the result of an investigation of a qualitative nature, using biographical interviews with illiterate adults. Theoretical contributions on illiteracy and literacy are presented in a critical and broad perspective of the educational process. The adults interviewed acknowledge that their status as illiterate resulted from family financial difficulties. Adults find that being unable to read or write has limited their opportunities throughout life. Finally, they criticize the literacy practices, based on the school form, because they did not suit their interests and did not value their knowledge.</p><p> </p><p align="center"><strong>Resumen</strong></p><p>El texto presenta un análisis y problematización de la condición de lo analfabeto y de prácticas de alfabetización de adultos. Los datos empíricos resultaron de una investigación de naturaleza cualitativa, utilizando entrevistas biográficas a adultos analfabetos. Se presentan contribuciones teóricas sobre el analfabetismo y la alfabetización, afiliados desde una perspectiva crítica y amplia del proceso educativo. Los adultos entrevistados reconocen que su condición de analfabeto resultó de dificultades financieras de la familia. Los adultos consideran que el hecho de no saber leer ni escribir limitó sus oportunidades a lo largo de la vida. Por último, critican los cursos de alfabetización, basados en la forma escolar, por éstos no se adecuaren a sus intereses y no valoraren sus saberes.</p><p> </p>

scholarly journals Paulo Freire and the daily concrete of Popular Education in Brazil’s Northeast

2020 ◽  
Vol 9 (10) ◽  
pp. e7349109106
Author(s):  
Leyla Menezes de Santana ◽  
Marizete Lucini ◽  
Lívia Jéssica Messias de Almeida
Keyword(s):  
Women Educators ◽  
Adult Literacy ◽  
Literacy Practices ◽  
Popular Education ◽  
Educational Practice ◽  
Human Right ◽  
Daily Experience ◽  
Approach Method ◽  
Qualitative Nature ◽  
Procedural Method

This article introduces reflexive approximations of Paulo Freire’s ideas with the daily concrete of an educational practice of popular nature, represented through narrative profiles from northeastern women educators who lived pedagogies gestated in community frontiers. It comes from a research of qualitative nature which integrated a doctoral project entitled Trajectories of female popular educators in the state of Sergipe-Brazil. From the inter-encounter methodology, inspired by the hermeneutic phenomenology, as an approach method and the Oral History as a procedural method, recollections and experiences of female popular educators compromised with literacy practices in its own communities were analysed. The analytical path reupdated the concept of Popular Education, elevating it beyond the educational dimension and placing it as a piece of knowledge generated by a daily experience. The dialogic evidences have produced a close theoretical translation of the experimental field with the Freirean perspective on adult literacy, oriented as a basic human right and seen as a decisive tool for fighting poverty and the inadequate distribution of life essential resources.

Implementation of the Cross-Cultural Approach in the Modern School

2021 ◽  
Vol 20 (4) ◽  
pp. 210-244
Author(s):  
Natalia P Dichek ◽  
Igor M Kopotun ◽  
Svitlana M Shevchenko ◽  
Natalia B Antonets ◽  
Daria V Pohribna
Keyword(s):  
Empirical Data ◽  
Cross Cultural ◽  
Educational Process ◽  
School Age Children ◽  
Control Group ◽  
Percentage Increase ◽  
Primary Input ◽  
Cultural Approach ◽  
The Cross ◽  
Experimental Group

High-quality interaction on a personal or educational, professional level is possible in today’s world only through enhanced cultural exchange. It is based on the principles of intercultural tolerance and mutual enrichment. The cross-cultural identity of a student’s personality provides for psychological openness to interact with other cultures without losing one’s own national or ethnic identity. Evidence of the effective application of the cross-cultural approach in the education of schoolchildren is the high-level cross-cultural competence (CCС). Aims. The aim of the study is a comprehensive analysis of the implementation of a cross-cultural approach to the organization of the educational process in senior school. Methods: general scientific method, molding experiment, qualitative and quantitative analysis of the data obtained through diagnostic methodic of the experiment, statistical and mathematical interpretation of empirical data and their representation in the visual (table, diagrams) form, functional analysis of the data (while generalizing empirical data and making conclusions). Results. Effective, complex (multicomponent) models of primary (input) and secondary (output) diagnostics of CCC were developed. A model of an integrated school environment aimed at intensifying the CCC was also defined. Secondary diagnostics revealed a tendency to improve CCC in both groups. However, the percentage increase in the level of CCC was 4 times greater in the experimental group, than the level of the control group (+ 4.3% vs. + 17.8%, respectively). The mean values of CCC in the experimental group were confidently at a Good Level (85.7%), that is improved by one order. CCC in the control group was detected at 73.0% (within the Sufficient Level of CCC). The relationship between the level of CCC and the level of foreign language proficiency is proved: CCC is higher in respondents with higher academic achievements in foreign languages. Conclusions. The implementation of a cross-cultural approach to the curricula of school-age children requires close attention of scholars and qualified practical support by the staff of the school. It is advisable to implement a cross-cultural approach in the context of modern schooling through the tactics of facilitation and multicultural modelling. The modern information age opens new horizons for the implementation of the cross-cultural approach in modern schools. Prospects. Further research on the topic involve the effectiveness of integrated learning tactics to increase CCC at other levels of school education, taking into account the variability of the interdisciplinary component (for example, involving also potential of Geography to develop and impove CCC).

scholarly journals Inclusive practices in Rural Teacher Bachelor Course at Federal University of Viçosa (Brazil): multidisciplinary actions of the Literacy Project that was addressed to one deaf in the pre-service teacher process

2020 ◽  
pp. 1-28
Author(s):  
Carlos Antonio Jacinto ◽  
Cristiane Lopes Rocha de Oliveira ◽  
Danila Ribeiro Gomes ◽  
Idalena Oliveira Chaves ◽  
Vinícius Catão de Assis Souza
Keyword(s):  
Scientific Literacy ◽  
Literacy Practices ◽  
Participant Observation ◽  
Educational Process ◽  
Rural Teachers ◽  
Team Members ◽  
Deaf Person ◽  
Literacy Process ◽  
Brazilian Sign Language ◽  
Pre Service Teacher

This article discusses the educational and linguistic demands presented by a deaf person in the Bachelor of Rural Teachers, attended by a multidisciplinary team to develop strategic actions for the educational inclusion of the deaf. Knowledge of bilingual and scientific literacy practices was considered. For that, we used a qualitative approach characterized as action-critical research, including participant observation to describe the history and demands that led to the creation of this Literacy Project and the composition of the team that participated in the inclusion and literacy process. The results of educational actions pointed out the pertinence and need of considering the participation of this pre-service teacher deaf of the Rural Bachelor course as the guiding agent of the entire process. Since the team's articulation was only possible based on the considerations and notes given for this deaf referred. The results reveal the importance to articulate interventions about inclusive and bilingual approach in the University. Specifically, in the pre-service Science teacher courses, in order to discuss the presence of Brazilian Sign Language in inclusive or bilingual contexts, ensure the professional development of the deaf and the technical capacitation of the team members, through an effective evaluation of the educational process.

scholarly journals Understanding Collaborative Teaching and Learning in Adult Literacy: Practices in Canada and the United Kingdom

1970 ◽  
Vol 15 (2) ◽  
pp. 57-72 ◽  
Author(s):  
Maurice Taylor ◽  
Karen Evans ◽  
Ali Abasi
Keyword(s):  
United Kingdom ◽  
Adult Students ◽  
Adult Literacy ◽  
Teaching And Learning ◽  
Literacy Practices ◽  
Case Study Research ◽  
Building Blocks ◽  
Collaborative Teaching ◽  
Literacy Practice ◽  
The United Kingdom

The purpose of this study was to investigate how adult students learn collaboratively with other peers in both formal and non-formal adult literacy programs and what teaching styles best support this learning. A multi-site case study research design was used involving several different literacy organizations in Eastern Ontario, Canada, and in Central London, United Kingdom. Findings suggest that collaborative learning is the cement that bonds the various building blocks in a community of literacy practice across small, large and tutorial types of programs. Central in this framework is the component called the Instructor’s Philosophy and Teaching Perspective which helps explain the teaching and learning transactions.

scholarly journals Engagement From the Periphery: Reconceptualizing Adult English Language Learners’ Resistance in Developmental Literacy

2020 ◽  
Vol 69 (1) ◽  
pp. 154-173
Author(s):  
Emily K. Suh
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
Adult Literacy ◽  
English Language ◽  
Literacy Practices ◽  
Language Class ◽  
Speakers Of Other Languages ◽  
Literacy Class ◽  
Classroom Literacy

English language learners’ nonparticipation and reticence in adult literacy classes are often presented problematically from a deficit lens of student resistance and disengagement. This article draws from an ethnographic case study of Generation 1 learners, who are defined as adult-arrival immigrant learners, transitioning from an adult English as a Second Language class to a developmental literacy class. By examining learners’ resistance through a framework of agency enactment, the study bridges the fields of adult literacy and Teaching English to Speakers of Other Languages, both of which support adult-arrival immigrants entering the U.S. education system. The resulting analysis illustrates how Generation 1 learners’ acts of resistance can be complex presentations of their literacy identities and their engagement in classroom literacy practices.

scholarly journals Eclectic Traditional Value Hub Model or four-in-one: An Innovative Booster of Community Quadriliteracy among Adults in Rwandan Rural Communities

2020 ◽  
Vol 2 (1) ◽  
Keyword(s):  
Rural Communities ◽  
Adult Literacy ◽  
Digital Literacy ◽  
Literacy Practices ◽  
Traditional Values ◽  
Street Vendors ◽  
Literacy Gap ◽  
Limited Literacy ◽  
Cross Lingual ◽  
Hub Model

Various studies on literacy have been conducted worldwide, but there is paucity of studies that explored adult literacy from the perspectives of African traditional values. Many African communities, including Rwanda, still experience a low level of literacy in the 21st century. As a contribution to address this literacy gap, an innovative model coined “Eclectic Traditional Value Hub Model” is being implemented in selected Rwandan rural communities to promote quadriliteracy, community literacy and digital literacy among adults with limited literacy. The newness of this model is twofold: firstly, it draws from a range of African and Rwandan traditional values; secondly, it boosts parallel literacy practices in four languages, namely Kinyarwanda, English, French and Kiswahili, by which it is described as “Four-in-One”. This study reports on one year’s implementation of this model, exploring its level of success in accelerating quadriliteracy and community digital literacy and numeracy among Rwandan communities. Participants include University of Rwanda lecturers who initiated the model, graduates from secondary schools who are literacy trainers in their local communities and trainees who are citizens with limited literacy including motorists, street vendors, small-sized business people and others who strive to uplift their literacy levels. The successful stride of this model is that about ten thousand community members from Eastern province are accelerating their literacy practices through translingual and cross-lingual practices. We recommend the application of this model to other African settings with more African traditional values and assess its impact in minimising the high illiteracy rate reported in various corners of Africa.

scholarly journals Buying vs. Renting a Home in View of Young Adults in Poland

Land ◽  
2021 ◽  
Vol 10 (11) ◽  
pp. 1183
Author(s):  
Marek Bryx ◽  
Janusz Sobieraj ◽  
Dominik Metelski ◽  
Izabela Rudzka
Keyword(s):  
Young Adults ◽  
Interest Rates ◽  
Individual Characteristics ◽  
Categorical Variables ◽  
Computer Assisted ◽  
Financial Difficulties ◽  
Number Of Factors ◽  
Gender Education ◽  
Mortgage Interest Rates ◽  
Qualitative Nature

The deteriorating housing situation of young adults in many countries has become a subject of global interest. Researchers point to a number of factors that influence young adults’ decisions to own or rent a home. This paper examines the relationship between young adults’ inclination to own their own home and a range of different socio-economic factors. The study is of a quantitative-qualitative nature and was based on the results of a computer-assisted web interview (CAWI) questionnaire. The survey was conducted among young Poles aged 18–45 (n = 983). To analyse the results of the questionnaires, a logistic regression was used in which 24 different dichotomous and categorical variables were considered. Taking into account a number of individual characteristics (e.g., gender, education, hometown population size, etc.), the results show, for example, that single individuals and those with a higher level of tolerance for mortgage interest rates are more likely to own a home than to rent. This result highlights the desirability of easier access to mortgage credit. At the other end of the spectrum are those living with parents and those with dependents. The results imply that they are less interested in buying a home. Interestingly, declarations of a lack of funds for an own contribution when buying a new house/dwelling, or reluctance to expose oneself to financial difficulties throughout one’s life, do not discourage young adults from striving for their own dwelling, which further demonstrates the need to create appropriate mechanisms/instruments to facilitate the purchase of a dwelling for young adults.

scholarly journals Samopoštovanje i usamljenost studenata na početku studija

2018 ◽  
Vol 33 (10) ◽  
Author(s):  
Katica Lacković Grgin ◽  
Izabela Sorić
Keyword(s):  
Analysis Of Variance ◽  
Empirical Data ◽  
Self Esteem ◽  
Living Conditions ◽  
Living Environment ◽  
The Self ◽  
Financial Difficulties ◽  
Theoretical Assumptions ◽  
New Students ◽  
Object Of Study

Longitudinally monitoring their adjustment during their time of study the investigation covered 288 freshmen. A part of the evidence of the initial investigation made possible the verification of the effect of gender, the living environment (adequate or inadequate living conditions), financial difficulties and study problems on the self-esteem and loneliness of new students. The relation between self-esteem and loneliness was also an object of study. The results obtained by a three-way analysis of variance show that neither the living conditions not financial difficulties had significant effects on student self-esteem. However. the living conditions and financial difficulties have significant effects on loneliness: lonely students had greater financial difficulties and had had to remove from their home in order to study. Against expectations, there is no significant connection between changing one’s place of residence and financial difficulties. The basic findings comply with theoretical assumptions and certain empirical data which maintains that separation is among other factors a significant antecedent to loneliness during the time adolescence.

scholarly journals (I)literate Identities in Adult Basic Education: A Case Study of a Latino Woman in an ESOL and Computer Literacy Class

2011 ◽  
pp. 25
Author(s):  
Juan Pablo Jiménez
Keyword(s):  
Critical Discourse Analysis ◽  
Adult Literacy ◽  
Computer Literacy ◽  
Basic Education ◽  
Literacy Practices ◽  
Adult Basic Education ◽  
The United States ◽  
Literate Identities ◽  
Speakers Of Other Languages

Adult Basic Education (ABE), namely English to Speakers of Other Languages (ESOL) in the United States has been understood and assessed as the mastering of skills increasingly aimed at meeting the demands of the workplace. This ethnographic case study examines how the literacy practices a Latino woman engages in through her participation in an ABE-ESOL class relate to her developing identities of mother, student and citizen. Using Critical Discourse Analysis (CDA), the findings demonstrate the contextual nature of adult literacy, showing how learners appropriate available tools and texts and enact purposeful and meaningful literacy practices, which traditional ABE assessment dismiss or do not account for. Implications for adult literacy pedagogy and research are discussed.

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