Résumés
Abstract
Alphabetização (literacy) of young children involves a school exclusively devoted to the early years, parental participation, and teachers specialized in early literacy. This is the basis of José Carani’s proposal for an escola familia in the municipality of Cambé (Brazil). This Note from the Field, based on our conversations with José, relates his proposal to the Canadian context.
Résumé
L’alphabetização (l’alphabétisation) des jeunes enfants nécessite une école exclusivement consacrée à la petite enfance, un engagement parental et des enseignants spécialisés dans l’alphabétisation précoce. Ce sont les fondements d’une proposition de José Carani pour une escola familia, située dans la municipalité de Cambé, au Brésil. Inspirée de nos discussions avec José, cette Note du terrain transpose ses recommandations au contexte canadien.
Veuillez télécharger l’article en PDF pour le lire.
Télécharger
Parties annexes
Biographical notes
GEORGE CARANI’s areas of research include popular education, sociocognitive processes (beliefs, attitudes, intentions) and positive psychology (hope). His doctorate (2014; A Psychosocial Approach to HIV/AIDS Pill-Taking Behavior: A Qualitative Study) examined how people in dire socio-economic conditions living with HIV/AIDS learned how to achieve medical adherence despite major barriers.
JOSÉ CARANI is actively involved in advocating for access and quality in education, from being a teacher, a director of secondary school as well as of Normal School (teacher formation) in Cambé. He is a retired professor from the Department of Exact Sciences, State University of Londrina, Brazil, where he taught for over 30 years.
TERESA STRONG-WILSON is committed to participatory forms of research with teachers and students. She is especially interested in the place and use of stories in literacy education and early childhood. She is an Associate Professor in the Department of Integrated Studies in Education, McGill University.
Bibliography
- Auerbach, E. R. (1989). Toward a social-contextual approach to family literacy. Harvard Educational Review, 59(2): 165-181.
- Bertan, L. (2014, 12 de Junho). Opinião: Alfabetização e tempo integral: Professor-doutor Levino Bertan. CambéJornal Nossa Cidade, Edição 1209, p. 2.
- Carani, J. (2004). CAIS: Centro de Alfabetização e Interação Social (Escola de Alfabetização de Tempo Integral. Unpublished brief presented to Secretario de Educação Municipais do Norte do Paraná, Secretaria da Educação do Estado do Paraná, and the Ministério da Educação em Brasilia.
- Coutinho, J. M. (1992). Brazil. In H. B. Leavitt (Ed.), Issues and problems in teacher education: An international handbook (pp. 37-50). New York, NY: Greenwood Press.
- Henchey, N. (1991). St Joseph Teachers College joins McGill: A view from the other side. In M. Gillett & A. Beer (Eds.), Aspects of education: 25th Anniversary, McGill Faculty of Education (1965-1990) (pp. 29-44). Montreal, QC: Faculty of Education, McGill University.
- Hunter, W., & Sugiyama, N. B. (2009). Democracy and social policy in Brazil: Advancing basic needs, preserving privileged interests. Latin American Politics and Society, 51(2), 29-51.
- Luna, F. V., & Klein, H. S. (2006). Education, social welfare, and health care. In F. Luna & H. Klein, Brazil since 1980 (pp. 182-208). New York, NY: Cambridge University Press.
- Morrow, L. M. (1995). Family literacy: Connections in schools and communities. Newark, DE: International Reading Association.
- Ogama, W. (2014, 23 de maio). Por um ensino basico plenamente comprometedor. CambéJornal Nossa Cidade, pp. 8-9.
- Ontario Ministry of Education. (2014). Parenting and family literacy centres. Retrieved from: http://www.edu.gov.on.ca/eng/parents/pflc.html
- Robbins, G. D. (1963). Teacher education and professional standards in England and Wales. Columbus, OH: Ohio State University Press.
- Santos, B. F. (2014, 27 de Junho). Com PNE sancionado, R$1 de cada R$3 investidos em educação virá da União. Métropole (O Estado de S. Paulo), p. A12.
- Soares, F. (2004). Quality and equity in Brazilian basic education: Facts and possibilities. In C. Brock & S. Schwartzman (Eds.), The challenges of education in Brazil (pp. 69-88). Oxford, UK: Symposium Books.
- Stanovich, K. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21(4): 360-407.
- Storey, V. (2003). The normal life: Establishing teacher training. In V. Storey (Ed.), Learning to teach: Teacher preparation in Victoria BC, 1903-1963 (pp. 47-64). Victoria, BC: The Bradley Project, Faculty of Education, University of Victoria.
- Wasik, B. (Ed.). (2012). Handbook of family literacy (2d ed). New York: Routledge.
- World Bank (2011). Achieving world class education in Brazil : The next agenda. Washington, DC: World Bank.
Parties annexes
Notes biographiques
GEORGE CARANI effectue des recherches dans les domaines de l’éducation populaire, des processus sociocognitifs (croyances, attitudes, intentions) et de la psychologie positive (espoir). Sa thèse de doctorat (2014; A Psychosocial Approach to HIV/AIDS Pill-Taking Behavior: A Qualitative Study) explore la manière dont les personnes atteintes du VIH/SIDA et vivant dans des conditions socioéconomiques difficiles apprennent à maintenir une adhérence médicale constante, malgré des obstacles importants.
JOSÉ CARANI est un ardent défenseur d’un meilleur accès à l’éducation et d’une éducation de qualité que ce soit à titre d’enseignant ou comme directeur d’une école secondaire et d’une École normale (école consacrée à la formation des maîtres) à Cambé. Avant de prendre sa retraite comme professeur, il a enseigné plus de 30 ans au département des sciences exactes de l’Université d’état de Londrina, située au Brésil.
TERESA STRONG-WILSON se consacre à des projets de recherche participative auprès d’enseignants et d’étudiants. Elle s’intéresse particulièrement à l’importance accordée aux histoires et à leur utilisation dans le processus d’alphabétisation et la petite enfance. Elle est professeure agrégée au département d’études intégrées en sciences de l’éducation à l’Université McGill.