CREATIVE FATHERHOOD BEHIND BARS: THE READ TO YOUR CHILD PROGRAM
PATERNIDADE CRIATIVA ATRÁS DAS GRADES: O PROGRAMA LEIA PARA SEU FILHO OU FILHA
Mais da metade de pessoas encarceradas nos Estados Unidos são pais/mães de crianças menores. Programas de letramento familiar e de leitura em voz alta não apenas proporcionam a esses pais e mães maneiras de se conectarem e se comunicarem com suas crianças, mas também encorajam a aprendizagem e o desenvolvimento da letramento através de meios criativos. Contudo, são escassas as pesquisas sobre tais programas. Este artigo apresenta uma análise de um programa de letramento familiar em uma prisão agrícola no estado da Pensilvânia. Utilizando dados qualitativos, as autoras descrevem o programa Leia para seu(sua) filho(a)/neto(a) (cuja sigla em inglês é RYCG) e as experiências dos 11 pais que dele participaram no outono de 2018. O artigo examina como o programa preenche lacunas entre pais e crianças na comunicação, presença física e desenvolvimento do letramento; os benefícios especiais que os componentes do programa proporcionam aos participantes; e os atos de criatividade e as criações dos pais em um contexto restrito de encarceramento.
Alexander, K.P., Powell, B. & Green, S.C. (2011). Understanding modal affordances: Student perceptions of potentials and limitations in multimodal composition. Basic Writing eJournal, 10(11), 40-60.
Brewster, L. (2014). The impact of prison arts programs on inmate attitudes and behavior: A quantitative evaluation. Justice Policy Journal, 11(2), 1-28.
Brown, A. (2017). Portrait of the incarcerated woman as a reading mother: Revealing the perceived outcomes of a shared reading program (Unpublished master’s thesis). Dalhousie University, Halifax, Nova Scotia.
Bureau of Justice Statistics. (2019a). Prisoners in 2017 (NCJ 252156). Washington, DC: U.S. Department of Justice.
Bureau of Justice Statistics. (2019b). Jail inmates in 2017 (NCJ 251774). Washington, DC: U.S. Department of Justice.
Cohen, M. L. (2009). Choral singing and prison inmates: Influences of performing in a prison choir. Journal of Correctional Education, 60(1), 52-65.
Collica-Cox, K. & Furst, G. (2018). Implementing successful jail-based programming for women: A case study of planning parenting, prison and pups – Waiting to “let the dogs in.” Journal of Prison Education and Reentry, 5(2), 101-119.
Conway, J. M., & Jones, E. T. (2015). Seven out of ten? Not even close: A review of research on
the likelihood of children with incarcerated parents becoming justice-involved. New Britain, CT: National Institute of Corrections, Central Connecticut State University.
Crain-Thoreson, C., & Dale, P. S. (1999). Enhancing linguistic performance: Parents and teachers as book reading partners for children with language delays. Topics in Early Childhood Special Education, 19(1), 28-39.
Desforges, C., & Abouchaar, A. (2003). The impact of parental involvement, parental support and family education on pupil achievement and adjustment: A literature review (Vol. 433). London, UK: DfES.
DeHart, D., Shapiro, C., & Hardin, J. (2017). The impact of incarceration on families: A single- jurisdiction pilot study using triangulated administrative data and qualitative interviews. Summary overview. NCJRS 250657. Retrieved from https://www.ncjrs.gov/pdffiles1/nij/grants/250657.pdf
Finlay, J. (2014). A comparative study of family literacy programmes in UK and US prison libraries (Unpublished master’s thesis). University of Sheffield, Sheffield, England.
Gardner, S. (2015) Reading unites families: An interactive literacy program for incarcerated fathers and their children. Corrections Today. Retrieved from: http://www.aca.org/aca_prod_imis/Docs/Corrections%20Today/2015% 20Articles/March%202015/Garder.pdf
Geller, A., Cooper, C. E., Garfinkel, I., Schwartz-Soicher, O., & Mincy, R. B. (2012). Beyond absenteeism: Father incarceration and child development. Demography, 49(1), 49-76.
Gibson, J. J. (1979). The ecological approach to visual perception. Boston, MA: Houghton Mifflin.
Glaze, L. E., & Maruschak, L. M. (2010). Parents in prison and their minor children. NCJ 222984. Washington, DC: U.S. Department of Justice, Bureau of Justice Statistics. Retrieved from https://www.bjs.gov/content/pub/pdf/pptmc.pdf
Gostin, L.O., Vanchieri, C., Pope, A. (2007). Ethical considerations for research involving prisoners. Institute of Medicine (US) Committee on Ethical Considerations for Revisions to DHHS Regulations for Protection of Prisoners Involved in Research. Washington, DC: National Academies Press. Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK19885/
Hagan, J., & Foster, H. (2012). Children of the American prison generation: Student and school spillover effects of incarcerating mothers. Law & Society Review, 46(1), 37-69.
Higgins, N. (2013). Family literacy on the inside. Public Libraries, 52(1), 30.
Haskins, A. R. (2014). Unintended consequences: Effects of paternal incarceration on child
school readiness and later special education placement. Sociological Science, 1, 141-158.
Hudson River Center for Program Development (2001). Bringing family literacy to incarcerated settings: An instructional guide. From incarceration to productive lifestyle. Glenmont, NY: Author. Retrieved from: http://en.copian.ca/library/research/hudson/bringing/bringing.pdf
Hutchby, I. (2001). Technologies, texts and affordances. Sociology, 35(2), 441-456.
Ilomäki, L., Lakkala, M., & Paavola, S. (2006). Case studies of learning objects used in school settings. Learning, Media and Technology, 31(3), 249-267.
Kamptner, N.L., Teyber, F.H., Rockwood, N.J., & Drzewiecki, D. (2017). Evaluating the efficacy of an attachment-informed psychotherapeutic program for incarcerated parents. Journal of Prison Education and Reentry, 4(2), 62-81.
Lee, C. K. M. (2007). Affordances and text-making practices in online instant messaging. Written Communication, 24(3), 223-249.
Mears, D. P., & Siennick, S. E. (2016). Children’s life chances are hurt when their parents are sent to prison. USAPP–American Politics and Policy Blog. Retrieved from https://blogs.lse.ac.uk/usappblog/2016/09/23/childrens-life-chances-are-hurt-when-their-parents-are-sent-to-prison/
Muth, W.R. (2018). Fathers, prisons, and family reentry: Presencing as a framework and method. Lanham, MD: Lexington Books.
Muth, W. R. (2006). Intergenerational literacy programs for incarcerated parents and their families: A review of the literature. Richmond, VA: Virginia Commonwealth University.
Norman, D. A. (1990). The design of everyday things. New York, NY: Doubleday Books.
Norman, D. A. (1999). Affordance, conventions and design. Interactions, 6(3), 38-44. Retrieved from http://edithlaw.ca/cs449/2018/files/norman99.pdf
Nutbrown, C., Clough, P., Stammers, L., Emblin, N., & Alston-Smith, S. (2019). Family literacy in prisons: Fathers’ engagement with their young children. Research Papers in Education,34(2), 169-191.
Patton, M. Q. (2015). Qualitative research and evaluation methods (4th ed.). Thousand Oaks, CA: Sage.
Paratore, J. (2001). Opening doors, opening opportunities: Family literacy in an urban community. Needham Heights, MA: Allyn & Bacon.
Pennsylvania Department of Corrections (PA DOC). (2013, April). ‘Read to Your Child/Grandchild’ Program Returns. Retrieved from: https://www.prnewswire.com/news-releases/read-to-your-childgrandchild-programme-returns-202347151.html
Pennsylvania Department of Corrections (PA DOC). (2019a). For family and friends. https://www.cor.pa.gov/family-and-friends/Pages/default.aspx
Pennsylvania Department of Corrections (PA DOC). (2019b). FAQ – New Procedures. https://www.cor.pa.gov/Initiatives/Pages/FAQ-New-Procedures.aspx
Pew Charitable Trusts. (2010). Collateral Costs: Incarceration’s effects on economic mobility. Washington, DC: Author.
Pozzi, G., Pigni, F., & Vitari, C. (2014). Affordance theory in the IS discipline: A review and
synthesis of the literature. AMCIS 2014 Proceedings, 2014, Savannah, United States.
Prins, E., Stickel, T. & Kaiper-Marquez, A. (2020). Supporting children’s literacy, learning, and education: Incarcerated fathers’ experiences in the Read to Your Child/Grandchild program. Journal of Prison Education and Reentry, 6(2), 168-188. doi: 10.25771/n1x0- y832
Quinn-Kong, E. (2018, August). This Texas organization uses books to reconnect female prison
inmates with their children. Woman’s Day. Retrieved from https://www.womansday.com/life/inspirational-stories/a22553956/womens-storybook-project-inmate-program/
Stevens, V. (2000). The Importance of Creativity, Emotional Intelligence and the Arts for Education in the 21st Century. Presented at the National Academy of Recording Arts and Sciences. Retrieved from http://drvictoriastevens.com/publications/stevens_edu21update2000.pdf
Stickel, T., Prins, E. & Kaiper-Marquez, A. (under review). ‘The video is an upgrade from them all’: How incarcerated fathers view the affordances of video in a family literacy program. Learning, Media, and Technology.
Tett, L., Anderson, K., McNeill, F., Overy, K., & Sparks, R. (2016). Learning, rehabilitation and the arts in prisons: a Scottish case study. Studies in the Education of Adults, 44(2), 171-185.
Troy, V., McPherson, K. E., Emslie, C., & Gilchrist, E. (2018). The feasibility, appropriateness, meaningfulness, and effectiveness of parenting and family support programs delivered in the criminal justice system: A systematic review. Journal of Child and Family Studies, 27(6), 1732-1747.
Wolcott, H. F. (1999). Ethnography: A way of seeing. Lanham, MD: AltaMira Press.
Zoukis, C. (2017). Parents in prison read to children to boost literacy and connection. Huff Post. Retrieved from https://www.huffpost.com/entry/parents-in-prison-read-to-children-to-boost-literacy_b_58f8fdfbe4b0de26cfeae1b7
Copyright (c) 2020 Revista Temas em Educação
This work is licensed under a Creative Commons Attribution 4.0 International License.
Autores que publicam nesta revista concordam com os seguintes termos:
. Autores mantém os direitos autorais e concedem à revista o direito de primeira publicação, com o trabalho simultaneamente licenciado sob a Licença Creative Commons Attribution que permite o compartilhamento do trabalho com reconhecimento da autoria e publicação inicial nesta revista.
. Autores têm autorização para assumir contratos adicionais separadamente, para distribuição não-exclusiva da versão do trabalho publicada nesta revista (ex.: publicar em repositório institucional ou como capítulo de livro), com reconhecimento de autoria e publicação inicial nesta revista.
. Autores têm permissão e são estimulados a publicar e distribuir seu trabalho online (ex.: em repositórios institucionais ou na sua página pessoal) a qualquer ponto antes ou durante o processo editorial, já que isso pode gerar alterações produtivas, bem como aumentar o impacto e a citação do trabalho publicado (Veja O Efeito do Acesso Livre).