Banca de QUALIFICAÇÃO: ALYSSANDRA VIANA FONSECA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : ALYSSANDRA VIANA FONSECA
DATE: 15/09/2023
TIME: 14:30
LOCAL: REMOTO
TITLE:

LABOR/DIGITAL LITERACY OF FARMERS: COLLABORATIVE KNOWLEDGE IN MARKETING PRACTICES

KEY WORDS:

Keywords: Labor/digital literacy. Literacy project. literacy workshops. E-commerce. Family 

PAGES: 74
BIG AREA: Linguística, Letras e Artes
AREA: Linguística
SUBÁREA: Linguística Aplicada
SUMMARY:

Within the context of small properties located in rural areas, predominantly managed by family farmers, digital literacy remains largely untapped. This is not only due to the limited availability of technological equipment, but also from a lack of experience in utilizing these devices for their digital work activities. Given this issue, this study aims to investigate the impacts generated by the implementation of an intervention consisting of literacy workshops targeted at cooperative farmers in the Mixed Cooperative of Family Agriculture in Acari and Surroundings. The study seeks to assess the improvement in the quality of their digital literacy practices concerning the promotion and marketing of rural products in the digital environment (e-commerce). Theoretically, this study is based on the contributions about Literacy Studies (Street, 2014; Hamilton, 2000; Kleiman, 1995 and 2005; Soares, 2009)), Multiliteracies and Digital Literacies (Coscarelli; Ribeiro, 2005; Buzato, 2007; Rojo, 2009; Ribeiro, 2009 and 2021; Braga, 2013), as well as discussions on Critical Literacy (Kleiman; Santos-Marques; Leurquin, 2021; Freire, 1995), and the exchange of knowledge between academics/extension workers and rural peasants (Freire, 1983) in rural spaces. Methodologically, this is an action research (Thiollent, 2011; Dionne, 2007) with a qualitative data analysis (Bogdan; Biklen, 1994), interpretivist (Moita Lopes, 1994; 2006) with ethnographic traits (André, 1995; Cançado, 1994). It also uses the guidelines proposed by literacy projects and workshops (Kleiman, 2000; Oliveira, 2008; Oliveira, Tinoco, Santos, 2014; Kleiman; Marques, 2019) for data generation and analysis. It also incorporates the Participatory Rural Appraisal (PRA) (Verdejo, 2010), which is na instrument specifically designed for research development in rural areas. As a result, we can highlight that the interventions allowed the participants to enhance their digital literacy in terms of knowledge related to sales in digital channels, utilizing social networks and banking transactions in a complementary manner. Moreover, such interventions facilitated the reorganization and visual improvement of the Cooperative’s Instagram posts and profile through planning and strategies aimed at better creation and promotion of products available for sale.

Within the context of small properties located in rural areas, predominantly managed by family farmers, digital literacy remains largely untapped. This is not only due to the limited availability of technological equipment, but also from a lack of experience in utilizing these devices for their digital work activities. Given this issue, this study aims to investigate the impacts generated by the implementation of an intervention consisting of literacy workshops targeted at cooperative farmers in the Mixed Cooperative of Family Agriculture in Acari and Surroundings. The study seeks to assess the improvement in the quality of their digital literacy practices concerning the promotion and marketing of rural products in the digital environment (e-commerce). Theoretically, this study is based on the contributions about Literacy Studies (Street, 2014; Hamilton, 2000; Kleiman, 1995 and 2005; Soares, 2009)), Multiliteracies and Digital Literacies (Coscarelli; Ribeiro, 2005; Buzato, 2007; Rojo, 2009; Ribeiro, 2009 and 2021; Braga, 2013), as well as discussions on Critical Literacy (Kleiman; Santos-Marques; Leurquin, 2021; Freire, 1995), and the exchange of knowledge between academics/extension workers and rural peasants (Freire, 1983) in rural spaces. Methodologically, this is an action research (Thiollent, 2011; Dionne, 2007) with a qualitative data analysis (Bogdan; Biklen, 1994), interpretivist (Moita Lopes, 1994; 2006) with ethnographic traits (André, 1995; Cançado, 1994). It also uses the guidelines proposed by literacy projects and workshops (Kleiman, 2000; Oliveira, 2008; Oliveira, Tinoco, Santos, 2014; Kleiman; Marques, 2019) for data generation and analysis. It also incorporates the Participatory Rural Appraisal (PRA) (Verdejo, 2010), which is na instrument specifically designed for research development in rural areas. As a result, we can highlight that the interventions allowed the participants to enhance their digital literacy in terms of knowledge related to sales in digital channels, utilizing social networks and banking transactions in a complementary manner. Moreover, such interventions facilitated the reorganization and visual improvement of the Cooperative’s Instagram posts and profile through planning and strategies aimed at better creation and promotion of products available for sale.

COMMITTEE MEMBERS:
Presidente - 1674285 - ANA MARIA DE OLIVEIRA PAZ
Interna - ***.525.604-** - IVONEIDE BEZERRA DE ARAÚJO SANTOS MARQUES - IFRN
Externa ao Programa - 1011609 - ALANA DRIZIÊ GONZATTI DOS SANTOS - UFRN