“EU SEI SCREVÉ BONITO COM CANETA...” LITERACY WITH ADULTS IMMIGRANTS IN AN INFORMAL PROJECT
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | |
Tipo de documento: | preprint |
Idioma: | por |
Título da fonte: | SciELO Preprints |
Texto Completo: | https://preprints.scielo.org/index.php/scielo/preprint/view/4983 |
Resumo: | This article is based on a case study of a non-formal alphabetization and literacy projet in Portuguese as Non-Mother Tongue with adult immigrants. The project works with immigrants from different countries of the African continent and is run by a non- formal collective that carries out numerous initiatives to support the community of a precarious housing neighborhood on the outskirts of Lisbon. The research, analyses the educational and social action of the collective in the period 2016-2020 to respond to the needs of the participants. In this case study, we used qualitative methodology, such as semi-structured interviews with six learners (2021), proceeded by classes’ archives (2016-2020). In this article, we will discuss how the diversity of sociolinguistic profiles, both of the educators and the learners, impacts the alphabetization and literacy project of the collective. It intends to analyze how the different actors involved mobilize resources and overcome their difficulties in a non-formal education context, in a territory characterized by international mobilities, multilingual profiles and communicative practices, null or low levels of schooling, and particularly vulnerable socio-economic situations. It is observed that the project provides possibilities of linguistic contacts and literacy practices in Portuguese, through socially contextualized dialogue between all involved (learners and educators), being above all a revealing space of socialization in face of the innumerable material difficulties of the learners and the learning context. |
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“EU SEI SCREVÉ BONITO COM CANETA...” LITERACY WITH ADULTS IMMIGRANTS IN AN INFORMAL PROJECT“EU SEI SCREVÉ BONITO COM CANETA...” LITERACIA COM ADULTOS IMIGRANTES NUM PROJETO INFORMALalfabetização de adultosliteracialiteracia críticaeducação não formalimigrantesalphabetization of adultsliteracycritical literacynon-formal educationimmigrants This article is based on a case study of a non-formal alphabetization and literacy projet in Portuguese as Non-Mother Tongue with adult immigrants. The project works with immigrants from different countries of the African continent and is run by a non- formal collective that carries out numerous initiatives to support the community of a precarious housing neighborhood on the outskirts of Lisbon. The research, analyses the educational and social action of the collective in the period 2016-2020 to respond to the needs of the participants. In this case study, we used qualitative methodology, such as semi-structured interviews with six learners (2021), proceeded by classes’ archives (2016-2020). In this article, we will discuss how the diversity of sociolinguistic profiles, both of the educators and the learners, impacts the alphabetization and literacy project of the collective. It intends to analyze how the different actors involved mobilize resources and overcome their difficulties in a non-formal education context, in a territory characterized by international mobilities, multilingual profiles and communicative practices, null or low levels of schooling, and particularly vulnerable socio-economic situations. It is observed that the project provides possibilities of linguistic contacts and literacy practices in Portuguese, through socially contextualized dialogue between all involved (learners and educators), being above all a revealing space of socialization in face of the innumerable material difficulties of the learners and the learning context. O presente artigo parte de um estudo de caso sobre um projeto de alfabetização e literacia em português língua não materna com adultos imigrantes. O projeto é dinamizado por um coletivo informal que realiza inúmeras iniciativas de apoio à comunidade de um bairro de habitação precária na periferia de Lisboa, onde se observam processos sociais de significativa marginalização da sua população. Neste contexto, analisamos o projeto de alfabetização e literacia no período 2016-2020, com o objetivo de perceber como este tem respondido às necessidades educativas e sociais dos educandos. O estudo de caso assente numa abordagem qualitativa através da realização de entrevistas semi-diretivas aplicadas a seis educandos (2021), procedido da análise de arquivo das aulas (2016-2020). Neste artigo, discutiremos como a diversidade de perfis sociolinguísticos, tanto dos educadores como dos educandos, impacta no projeto de alfabetização e literacia do coletivo. Pretende-se analisar como os diferentes atores envolvidos mobilizam recursos e ultrapassam as suas dificuldades em contexto de ensino não formal, num território caracterizado por mobilidades internacionais contínuas, perfis e práticas comunicativas multilingues, níveis de escolaridades nulos ou baixos, e situações socioeconómicas particularmente vulneráveis. Observa-se que o projeto tem proporcionado possibilidades de contactos linguísticos e práticas de literacia em português, através do diálogo socialmente contextualizado entre todos os envolvidos (educandos e educadores), sendo sobretudo um espaço de socialização relevante face às inúmeras dificuldades materiais tanto dos educandos como do contexto de aprendizagem. SciELO PreprintsSciELO PreprintsSciELO Preprints2022-11-07info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/498310.1590/010318138670211v61n32022porhttps://preprints.scielo.org/index.php/scielo/article/view/4983/9666Copyright (c) 2022 Anna Lina Signorello, Ana Raquel Matiashttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSignorello, Anna LinaMatias, Ana Raquelreponame:SciELO Preprintsinstname:SciELOinstacron:SCI2022-11-07T18:29:01Zoai:ops.preprints.scielo.org:preprint/4983Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2022-11-07T18:29:01SciELO Preprints - SciELOfalse |
dc.title.none.fl_str_mv |
“EU SEI SCREVÉ BONITO COM CANETA...” LITERACY WITH ADULTS IMMIGRANTS IN AN INFORMAL PROJECT “EU SEI SCREVÉ BONITO COM CANETA...” LITERACIA COM ADULTOS IMIGRANTES NUM PROJETO INFORMAL |
title |
“EU SEI SCREVÉ BONITO COM CANETA...” LITERACY WITH ADULTS IMMIGRANTS IN AN INFORMAL PROJECT |
spellingShingle |
“EU SEI SCREVÉ BONITO COM CANETA...” LITERACY WITH ADULTS IMMIGRANTS IN AN INFORMAL PROJECT Signorello, Anna Lina alfabetização de adultos literacia literacia crítica educação não formal imigrantes alphabetization of adults literacy critical literacy non-formal education immigrants |
title_short |
“EU SEI SCREVÉ BONITO COM CANETA...” LITERACY WITH ADULTS IMMIGRANTS IN AN INFORMAL PROJECT |
title_full |
“EU SEI SCREVÉ BONITO COM CANETA...” LITERACY WITH ADULTS IMMIGRANTS IN AN INFORMAL PROJECT |
title_fullStr |
“EU SEI SCREVÉ BONITO COM CANETA...” LITERACY WITH ADULTS IMMIGRANTS IN AN INFORMAL PROJECT |
title_full_unstemmed |
“EU SEI SCREVÉ BONITO COM CANETA...” LITERACY WITH ADULTS IMMIGRANTS IN AN INFORMAL PROJECT |
title_sort |
“EU SEI SCREVÉ BONITO COM CANETA...” LITERACY WITH ADULTS IMMIGRANTS IN AN INFORMAL PROJECT |
author |
Signorello, Anna Lina |
author_facet |
Signorello, Anna Lina Matias, Ana Raquel |
author_role |
author |
author2 |
Matias, Ana Raquel |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Signorello, Anna Lina Matias, Ana Raquel |
dc.subject.por.fl_str_mv |
alfabetização de adultos literacia literacia crítica educação não formal imigrantes alphabetization of adults literacy critical literacy non-formal education immigrants |
topic |
alfabetização de adultos literacia literacia crítica educação não formal imigrantes alphabetization of adults literacy critical literacy non-formal education immigrants |
description |
This article is based on a case study of a non-formal alphabetization and literacy projet in Portuguese as Non-Mother Tongue with adult immigrants. The project works with immigrants from different countries of the African continent and is run by a non- formal collective that carries out numerous initiatives to support the community of a precarious housing neighborhood on the outskirts of Lisbon. The research, analyses the educational and social action of the collective in the period 2016-2020 to respond to the needs of the participants. In this case study, we used qualitative methodology, such as semi-structured interviews with six learners (2021), proceeded by classes’ archives (2016-2020). In this article, we will discuss how the diversity of sociolinguistic profiles, both of the educators and the learners, impacts the alphabetization and literacy project of the collective. It intends to analyze how the different actors involved mobilize resources and overcome their difficulties in a non-formal education context, in a territory characterized by international mobilities, multilingual profiles and communicative practices, null or low levels of schooling, and particularly vulnerable socio-economic situations. It is observed that the project provides possibilities of linguistic contacts and literacy practices in Portuguese, through socially contextualized dialogue between all involved (learners and educators), being above all a revealing space of socialization in face of the innumerable material difficulties of the learners and the learning context. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-11-07 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/preprint info:eu-repo/semantics/publishedVersion |
format |
preprint |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://preprints.scielo.org/index.php/scielo/preprint/view/4983 10.1590/010318138670211v61n32022 |
url |
https://preprints.scielo.org/index.php/scielo/preprint/view/4983 |
identifier_str_mv |
10.1590/010318138670211v61n32022 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://preprints.scielo.org/index.php/scielo/article/view/4983/9666 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Anna Lina Signorello, Ana Raquel Matias https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Anna Lina Signorello, Ana Raquel Matias https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
SciELO Preprints SciELO Preprints SciELO Preprints |
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SciELO Preprints SciELO Preprints SciELO Preprints |
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SciELO Preprints |
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