Some guidelines for a smart and suitable design of applications for the social inclusion of functional illiterates
DOI:
https://doi.org/10.31686/ijier.vol8.iss11.2691Keywords:
functional illiteracy, app interfaces, smart design, social inclusion, educational appsAbstract
This article investigates the design of application interfaces and the development of activities based on the principles of active methodologies that focus on the social inclusion of a population with low linguistic proficiency in the Portuguese language spoken in Brazil. The focus is on the inclusive, smart and suitable design of activities for learning and improving the writing and reading levels of these individuals, who are classified as functional illiterates, as defined by the National Indicator of Functional Literacy (INAF). They feel the direct impact of access to new technologies mainly because they cannot read written documents and interpret visual language. The people on whom this study focuses are keen to improve their native language skills but should also be guided and helped by an inclusive design in technological applications. They use WhatsApp to produce communications and exchange content, whether through audio messages or pictures, but they avoid writing or reading text. In this paper, we propose an inclusive smart design for an application to expand the possibilities of linguistic communication.
Downloads
Metrics
References
Akhras, F. N. (2011). A inclusão social como um projeto científico: uma ontologia [Social inclusion as a scientific project: an ontology]. Inclusão Social, 4(2), 25-37.
Bacich, L. & Moran, J. (2018). Metodologias Ativas para uma educação inovativa: Abordagem teórica e Prática [Active Methodologies for an Innovative Education: Theoretical and Practical Approach]. Porto Alegre: Penso.
Burd, L. (2010). Developing technological initiatives for youth participation and local community engagement. New directions for youth development, 128, 95-104.
Castells, M. (2013). Redes de indignação e esperança: movimentos sociais na era da internet. [Networks of indignation and hope: social movements in the internet age] (C. A. Medeiros, Trans.). Rio de Janeiro: Zahar.
Candello, H. (2013). Recomendações para o design de textos e hiperlinks em aplicativos móveis culturais [Recommendations for text design and hyperlinks in mobile cultural applications]. Infodesign, 10(3), 262-273.
Conceição, L. S. E. (2016). Baixo letramento e novas mídias digitais: A experiência de indivíduos com baixo letramento em redes sociais e comunicadores instantâneo [Low literacy and new digital media: The experience of individuals with low literacy in social networks and instant communicators] (Master’s dissertation). Pontifical Catholic University of Rio de Janeiro, Brazil.
Fajardo, V. (2018). Como o alfabetismo functional influencia a relação com as redes sociais no Brasil [How functional illiteracy influences the relationship with social networks in Brazil]. Retrieved April 8, 2019, from https://www.bbc.com/portuguese/brasil-46177957
Ferraro, A. R. (2002). Analfabetismo e níveis de alfabetismo no Brasil [Illiteracy and levels of literacy in Brazil]. Educação & Sociedade, 23(81), 21-47.
Ferreiro, E. & Teberosky, A. (1986). Psicogênese da língua escrita [Psychogenesis of the written language] (D. M. Lichtenstein et al, Trans.). Porto Alegre: Artes Médicas.
Ferreiro, E. (1983). Los adultos no alfabetizados y sus conceptualizaciones del sistema de escritura [Non-literate adults and their conceptualizations of the writing system]. Instituto Pedagógico Nacional (México): Centro de Investigaciones y Estudyos Avanzados.
Freire, P & Macedo, D. (Eds.). (2011). Alfabetização: Leitura do mundo, leitura da palavra? [Literacy: Reading the world, reading the word?] (L. Lourenço de Oliveira, Trans.). Rio de Janeiro: Paz e Terra.
Filatro, A. & Cavalcanti, C. C. (2016). Design Thinking. São Paulo: Saraiva.
Garcia, M. S. S. (2014). Mobile learning – do acesso, às oportunidades de aprendizagem [Mobile learning – from access to learning opportunities. Revista Tecnologia Educacional, 206, 70-83.
Garcia, M, S. S. (2016). Design de Aplicativos Mobile para a Aprendizagem de Língua [Mobile Application Design for Language Learning]. EAD em Foco, 6(1), 37-53.
Lima, A., Ribeiro, V. M. & Catelli Jr., R. (2016). Indicador de alfabetismo funcional – INAF Estudo especial sobre alfabetismo e mundo do trabalho [Indicator of functional literacy – INAF Special study on literacy and the world of work]. São Paulo: Ação Educativa and Instituto Paulo Montenegro.
Marcuschi, L. A. (2004). Gêneros textuais emergentes no contexto da tecnologia digital. Hipertexto e gêneros digitais [Emergent textual genres in the context of digital technology. Hypertext and digital genres]. Rio de Janeiro: Editora Lucerna.
Mauch, W., Vieira, D., Barbieri, C. & Moreno, C. (2016). Terceiro relatório global sobre aprendizagem e educação de adultos [Third overall report on adult learning and education]. Brasília: UNESCO.
Santana, C. S. F., Igo G., & Nunes, M. A. S. N. (2012). Aplicando traços de acessibilidade e usabilidade web móvel [Applying traces of accessibility and mobile web usability]. Revista GEINTEC, 2(5), 445-464.
Scatena, B. (2017, April 26). Inclusão digital no celular amplia oportunidades [Digital inclusion in mobiles broadens opportunities]. Folha de São Paulo. Retrieved from https://www1.folha.uol.com.br/
UNESCO. (2013). Policy guidelines for mobile learning. Paris: UNESCO.
Vygotsky, L. S. (1991). A formação social da Mente [The social formation of the mind]. São Paulo: Martins Fontes.
We Are Social (2017). Digital Yearbook: Análise Brasil (Digital Yearbook: Analyze Brazil). Retrieved August 27, 2018, from http://fullpack.net/blog2/2017-digital-yearbook-analise-brasil/.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2020 Marilene Santana dos Santos Garcia, Joao Mattar

This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.
Copyrights for articles published in IJIER journals are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.
Accepted 2020-09-21
Published 2020-11-01