Hybridization contexts between literacies
for a plurilingual education
Strategies and challenges in new learning environments
How can new relationships be established between
all the agents involved in Primary education
to create better learning conditions?
AIMS OF THE PROJECT
Aim 1
Recognize the belief
system regarding the literacies of teachers
in initial training,
of active teachers
and family environments.
Aim 2
Identify dynamics,
practices and possible tension points between school literacy and vernacular literacy
practiced in family environments.
Aim 3
Describe the reconceptualization processes that
occur and observe
their influence that
they exert in the
various legal practices.
Aim 4
Analyze the literacy practices that emerged after the pandemic and also
in the constructed hybridization space based
on the contrast of
teachers' perspectives.
Aim 5
Compile, with a difussion perspective, the results of the project: conferences, videos, publications and participation in national
and international
conferences.
Specific aims
Select groups of teachers, family environments and university students
that allow researches to delimiting,
exploring and obtaining reliable data
about the representations
around literacy.
​
Identify learning environments
and the representations about
the literacies that support
various activity systems.
Specific aims
Identify unique practices
related to family literacy,
with special attention
to the gender dimension.
​
Contrast practice models
literacy in formal environments
and literacy practices in school
environments describing tensions, contradictions and resistance
generated by activity systems.
Specific aims
Detect reconceptualization processes
of the different activity systems
after the dialogic confrontation
and legal practices.
​
Establish a shared conceptual
framework of categorization
that facilitates the identification,
analysis and selection of
singular activities obtained
through guided interviews.
Specific aims
Observe tensions and contradictions
of the family activity system
for the development of activities
of family literacy.
​
Analyze critical touch points
between the different activity systems.
​
Reformulate established proposals
by identifying patterns of success and
failure for the creation of hybrid spaces.
Specific aims
Propose a hybridization action program
for the development of a literacy
that contemplates schools' needs
derived from the analysis
of the family activity systems
and the school literacy practices.
​
Prepare recommendations
to promote family participation
in school and community contexts.
​
WORK METHODOLOGY
Activity theory postulates
(Engeström, 1999, 2001;
Engeström & Sannino, 2010, 2012).
Create a third space,
a hybrid space
fruit of an expansive cycle that emerges from the interrelation
of the different
activity systems.
education centers
family environments
university students
Who participates in the project?
4 Primary Education centers from
Barcelona and Girona
Various family environments of these 4 schools
180 university students in initial training
Why? What leads them to make an effort?
The teaching teams reveal contradictions related to the development of the plurilingual competence in schools and to which they want to provide a response that is in line with the social context.
Families need a recognition valued
by the school, which guarantees
listening to their opinions.
Students are motivated regarding
their training as future teachers.
What do they learn?
The learning contents
are related with the
promotion of a speech
and some practices
educational that
go beyond unilaterality
between literate practices
and/or literacies.
How do they learn?
Based on a dialectical confrontation between the different positions;
on the one hand, the dominant conception of literacy is the one supported by educational institutions and, on the other hand, vernacular literacy,
which is what families
practice and sustain.
DATA COLLECTION TOOLS
Participants involved: teaching staff from 4 educational centers and undergraduate students
Participants involved: teaching staff from 4 educational centers and undergraduate students
Participants involved: families and critical teachers-people
Participants involved: undergraduate students
Participants involved: undergraduate students
Participants involved: workshop mediator, families, children, members of the PLURAL research group and teachers
PROJECT PHASES
PHASE 1
First contact
with the different
communities of practice.
​
Detection of
dynamics and
internal tensions.
PHASE 2
Intersection of the dynamics and practices of different activity systems.
​
Assessment and questioning
of current practices.
PHASE 3
Analysis of new proposals based on
the previous ones.
​
​
Expansive system modeling process.
PHASE 4
Implementation
of the new
proposals.
​
Detection of resistance and new contradictions.
PHASE 5
Critical review
of the new
proposals.
​
Consolidation of new practices.