Abstracts
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.
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Appendices
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
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- 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 Unpublished brief presented to Secretario de Educação Municipais do Norte do Paraná, Secretaria da Educação do Estado do Paraná, and the Ministério da Educação em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.
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Appendices
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.