CREATIVE FATHERHOOD BEHIND BARS: THE READ TO YOUR CHILD PROGRAM: CREATIVE FATHERHOOD BEHIND BARS: THE READ TO YOUR CHILD PROGRAM

Tabitha Stickel; Anna Kaiper-Marquez; Esther Prins

doi:10.22478/ufpb.2359-7003.2020v29n2.53969

Autores

Tabitha Stickel Penn State University https://orcid.org/0000-0002-2575-8120
Anna Kaiper-Marquez Pennsylvania State University https://orcid.org/0000-0003-3929-7430
Esther Prins Lifelong Learning and Adult Education Program at Penn State https://orcid.org/0000-0002-9630-6105

DOI:

https://doi.org/10.22478/ufpb.2359-7003.2020v29n2.53969

Palavras-chave:

Educação em prisões, Letramento familiar, Pais encarcerados, Pais e mães encarceradas

Resumo

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.

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Biografia do Autor

Tabitha Stickel, Penn State University

Candidato a PhD no Programa de Aprendizagem ao Longo da Vida e Educação de Adultos da Pennsylvania State University. Sua pesquisa de dissertação se concentra em alunos da educação básica de adultos (ABE) com diversas origens linguísticas, suas experiências educacionais passadas e presentes e a dinâmica socioemocional em salas de aula de educação de adultos influenciando como os alunos vivenciam esses espaços. Tabitha se formou no Teachers College, Columbia University com seu mestrado em Ed. do programa de Liderança e Aprendizagem de Adultos. Ela continua a trabalhar com um ex-professor como conferencista associada na Escola de Estudos Profissionais da Universidade de Columbia.

Anna Kaiper-Marquez, Pennsylvania State University

A Dra. Anna Kaiper é diretora associada e professora assistente do Instituto para o Estudo da Alfabetização de Adultos e do Instituto Goodling para Pesquisa em Alfabetização da Família no College of Education da Pennsylvania State University. Ela concluiu sua dissertação em Educação Comparada e de Desenvolvimento Internacional na Universidade de Minnesota que, durante um período de três anos, se concentrou no aprendizado da língua inglesa para adultos e na alfabetização de trabalhadores domésticos na África do Sul. A partir dessa pesquisa, ela publicou vários artigos em periódicos, capítulos de livros e resenhas de livros sobre educação básica de adultos (ABE), aprendizagem da língua inglesa e metodologias qualitativas em contextos nacionais e internacionais. Antes de iniciar seus estudos de doutorado, Anna foi instrutora de GED e ESL para adultos no Northern New Mexico Community College em Espanola, Novo México. Nessa função, ela supervisionou o programa de ensino à distância para alunos da ABE e, ao mesmo tempo, atuou como tutora de naturalização para seus alunos de ESL. Além disso, Anna ensinou Inglês como Língua Estrangeira e Inglês para Negócios para K-12.

Esther Prins, Lifelong Learning and Adult Education Program at Penn State

Esther Prins é professora do Programa de Aprendizagem ao Longo da Vida e Educação de Adultos na Penn State, onde também atua como codiretora do Goodling Institute for Research in Family Literacy e do Institute for the Study of Adult Literacy. Seus interesses de pesquisa incluem abordagens críticas e participativas à educação de adultos (particularmente alfabetização de adultos e famílias), desenvolvimento comunitário e pesquisa, tanto nos EUA como internacionalmente.

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PATERNIDADE CRIATIVA ATRÁS DAS BARRAS: O PROGRAMA LEIA PARA SEU FILHO