“If you don’t have any grand children or not enough to keep you busy you might think about becoming a surrogate grandparent. There are many children in the world whose lives could be enriched by developing a relationship with you. Even before there were computers many retired people did good for the world and for their own sense of relevance by volunteering to work with children in schools, museums, parks and hospitals. The computer presence opens vast new horizons for this kind of service. Even people who cannot move out of their bedrooms can use electronic communication to establish enriching relationships with children.” (Papert, The Connected Family; pg. 94; 1996)Project KidFamily KBr
Democratizing the Internet, Socializing the Poor Youth and
Recovering the Self-Esteem of the Third Age
Marisa Lucena, Miriam Lerner Melamed, Lucia Chibante, Cristiane Cardia, Marcela Gomes, Flavia Assis
Abstract
The Project KidFamily Br is a new research activity of the Kidlink Project in Brazil. The new activity extends the dimensions of the Project KHouse Br by addressing the democratization of the access to the Internet. The Project involves the adoption of destitute children who are users of KHouses by Third Age participants of Kidlink. The present paper describes the organization of the new project and its psycho-pedagogical motivations.
Key words
Connected Family, Learning Dynamic Communities, Internet, KidFamily, KHouse, Kidlink.
Kidlink [1] is an international organization that, since 1990, provides communication, projects and activities on the Internet to almost 100.000 young people up to 15 years of age and to adults from 117 countries. Participation in Kidlink is free of charge and is coordinated by volunteer educators from all over the world. English is the common language spoken in Kidlink, but the organization offers interest lists and activities in many other languages: Portuguese, Spanish, English, French, German, Hebrew, Japanese, Turkish, Italian, Slovenian, and Nordic languages, such as Icelandic, Swedish, Danish, Finnish and Norwegian. The information in http://www.kidlink.org is presented in the above languages and also into Russian and Macedonian. The translation work has been developed by the Multiple Language Support service [2], which relies on volunteers translators (TranTeam) to build a multicultural “bridge” between users (http://venus.rdc.puc-rio.br/kids/kidlink/tranteam).
Since October 1997, the Kidlink organization has a Research and Education Institute (http://www.kidlink.org/introiok.html) which aims at: (a) encouraging research in the areas of Education and Social Sciences, (b) conducting research on issues related to educational technology using the Kidlink model and (c) disseminating through workshops and academic publications the experiences acquired on the development of Kidlink projects. The Kidlink Project in Brazil participate on this Institute’s activities through their researchers and staff.
Since 1991 Kidlink is a reality in Brazil and in the other countries in which Portuguese is the first language (Portugal, Angola, Mozambique…) [3]. Brazil increased its participation in Kidlink after 1995 when Kidlink became an institutional project in the country [4]. Kidlink is known, approved and used by many sectors of the Brazilian society and by the Brazilian educational system. This is so because it: (a) proposes 8 discussion lists in Portuguese for the communication and development of cooperative projects, (b) offers in Portuguese all the services and activities of the international Kidlink project; these activities are coordinated and maintained by a Brazilian staff, (c) develops specific educational material for Brazil and runs the local projects based on its own Intranet KBr, (d) offers new activities, services and projects to the Brazilian users.
The new activities and services can be found in the national web site for the project in Brazil (http://venus.rdc.puc-rio.br/kids/kidlink). The site is called “An Open School on The Internet” [6] and was planned and implemented in 1997 according to some special requirements (e.g. entertainment, security, motivation for interactivity and cooperative work, among other characteristics). The site is constantly developing motivated by an effort to provide special activities always tuned with the Brazilian social-cultural reality. Nowadays more than 300 adults, 50 schools (public and private ones), 800 young people and 17 States of Brazil participate in KBr.
One of the most important characteristics of Project Kidlink in Brazil is its concern with the constant enhancement of knowledge. This has been accomplished through the offering of spaces for collaboration and interactivity among its users (e.g. [7]).
The Project KHouse Br was introduced in Brazil in November, 1995 [8]. It is one of the sub-projects of Project Kidlink in Brazil and its goal is the democratization of the Internet in a way compatible with the Brazilian social-economic situation. It is seen as an “house with open doors” to benefit children who do not have access to computers in their houses or schools. KHouse Br is a simple and easy-to-implement project: a room equipped with at least 10 computers connected to the Internet (to serve two groups of 30 students, once a week); supervision by the students’ teachers and support provided by 3 professionals certified by the KHouse project. The 3 professionals cover the areas of pedagogy and psycho-social and technological support. KHouses can be installed in public or private locations, such as schools, universities, trade unions, churches, factories, and so on. When the model was reproduced by governments in Brazil (federal, state and municipal governments) and the private initiative, schools, public libraries, research centers and training centers, have been used to implement it.
The first KHouse, the Model KHouse/PUC-Rio, was founded in March, 1996 –and serves approximately 60 children per semester from two neighboring public schools. It has a staff with 4 professionals. KHouses have also been founded in 7 States of the country – as illustrated in Chart 1 (in chronological order). They assist over 1000 poor children (up to 15 years of age) using, approximately, 50 professionals. We look forward for the creation of new KHouses among 1998/1999, including one in Águas Belas, PE, Brazil, a KHouse for the local Indians.
Name Of KHouse |
Where It Functions |
Whom It’s Turned To |
Model KHouse/PUC-Rio |
Rio de Janeiro/RJ |
Students/Mun. Schools (S. D.) |
KHouse Espaço Ciência |
Olinda/PE |
Children From The Community |
KHouse Carioca |
Rio de Janeiro/RJ |
Students/Mun. Schools (N. D.) |
KHouse Uai-CIEd/MG |
Belo Horizonte/MG |
Employees’ Children |
KHouse Semear |
Fortaleza/CE |
Homeless Children |
KHouse Axé |
Salvador/BH |
Students From periphery; Pb. Sch. |
KHouse KidLar |
Fortaleza/CE |
Children From Slums |
KHouse Lagamar |
Fortaleza/CE |
Students From The Pub. School |
KHouse Jacoca |
Conde/PB |
Children From The Community |
KHouse Vale das Águias |
S. José dos Campos/SP |
Children From The Inst. Fundhas |
KHouse Geo-Dunas |
Fortaleza/CE |
Students From Mun. Schools |
KHouse III Millenium |
São Paulo/SP |
Students From Mun. Schools |
Chart 1
The number of active KHouses and their different settings allowed us to make comparative studies both with respect to the use of the computer as a tool and with respect to the teacher and the student’s role in the new teaching process based on constructivist theories. Recent observations have provided feedback for the development of the project (a) the computer must be used as a machine which allows the user to construct his/her own knowledge [9], (b) the computer must allow the student to express his/her cognitive style [10], (c) the educational activities in the KHouses are student-centered [11], (d) the interaction between student and teachers is supported by the theory of the “most capable peer” [12], (e) the process of knowledge creation is more important than the final product [13] and (f) the individual, independent of his/her age, learns on the basis of his/her intuition - his/her emotions and feelings, and not only his/her reasoning capability [14]. The work developed in the KHouses tries to promote autonomy, cooperative work and self-esteem of the students through activities which stimulate curiosity and creativity.The Model KHouse/PUC-Rio is a research and development unit which is responsible for developing educational material and transferring it together with pedagogical orientation to all KHouse while taking into consideration their respective characteristics and regional aspects [15]. New strategies and basic common procedures have been developed to introduce the “technologically illiterate” youth to computers and, in particular, to the resources of the Internet, independently of the local realities and the cultural diversity of the learners.
A period of familiarization/adaptation is necessary for the children during their first contact with the computer (hardware and software), so that they get to know all the available resources. Usually this adaptation is very fast since their curiosity and “hunger for knowledge” is enormous. After the initial phase, the students are introduced to the Internet, and discover - through guided navigation - the large amount of information and entertainment provided by the WEB. At the same time, they participate in projects and the creation of a student’s newspaper, among other activities recommended during this phase of discovery [16] - aiming at the consolidation of their knowledge about the technological resources in a very entertaining way (suitable games in order to improve typing or activities such as importing, maximizing and minimizing pictures, changing text color, etc.). Throughout the process it is possible to observe the difference of behavior of the groups, as soon as their writing skills improve and they become proud to share their free-of-mistake texts with a bigger audience [17].
The introduction to the Internet and the communication via e-mail takes place next. In the beginning it takes place through the use of a private list, available at the server located at PUC-Rio (khousekbr@mimas.rdc.puc-rio.br). Through it the children from KHouses can share their difficulties in writing. This gives them confidence and preparation to later communicate with new partners – in an entirely new dimension – in the lists of Kidlink (e.g. kidcafe-portuguese@listserv.nodak.edu). However, the absence of the habit of sending/receiving letters or even having access to any other form or written communication (that is, papers, magazines), has motivated the necessity of a “preparation phase”, in which concrete examples are developed (“real letters”, use of stamps etc) before turning to mail exchange in interest lists on the Internet.
During the following phase email exchange is stimulated as part of short term projects developed exclusively among KHouses. The project themes try to explore the participants’ creativity and the peculiarities of their living environments. The following are examples of projects developed during this phase: “Create your Product”, “Local Recipes” and “Passtimes”, among others. The projects’ histories can be found in the home page of PUC-Rio’s Model KHouse (http://venus.rdc.puc-rio.br/kids/kidlink/KHouse/passtmp.htm). The participation in the projects does not require complex pre-requisites since they are mostly based on the individuals’ life experience and imagination. Through the exchange of experiences among groups new attitudes also develop in the various groups. They become interested, for instance, in the geographical location of other cities and states, in the eating habits of different regions and many other extra-curricular issues. All that contributes to a process of independent knowledge construction based on individual interests.
From this point on the KHouse participants subscribe to the official Kidlink lists for young people (ex.: Kidcafe-Portuguese and Kidcafe-Escola). For that they must respond to the 4 classical Kidlink questions:
“The four questions make Kidlink unique. It is a great opportunity to give the children the chance to really think about their places in the future, how they imagine their futures and what they can do to make the difference. The children that are motivated may get a positive reinforcement and the ones that are depressed or that have a negative vision of the future may check the vision of other children of their age that have a different perspective and good and positive ideas”(Barbara Manchee, Pittsford Middle School, NY; January 1992, in [6])
The answers to the questions, in particular the ones to items 3) and 4) allow for interesting critical reflections in particular when analyzed from an educational perspective [18]. They provide an opportunity for the understanding of the social reality of our participants of the KHouse project that face challanges such as drugs, violence, family disruption as illustrated by the testimony shown in Table 1.
My subscription to Kidlink 1)..2)..3) I would like violence to stop because now-a-days drugs are taking over the world. 4) What I can do is to try to influence my friends to give up drugs. I have been into drugs. It is very sad because drugs only bring problems with them. Until today I remember the day I was placed in jail. Jail is an awful place each day you spend there counts as a month. The worst thing in the world is to be closed behind bars. It is very bad. Today I am happy because I can look outside and realize how much I regret what I did. Today I am a happy person because I praise the Lord. I have been seeing happiness and the light God sent me. Today I need to thank God and my mother for all they went through because of me. When I smoked I would get entirely different, I seemed to float. Once I wanted to fight my mother. Since then I do not forget that day. I was home relaxing when a friend came to invite me to smoke. I was an addict but I thought: “I cannot do it here because my mother is inside”. But the drug was stronger than me and I ended up going with my friend. It was one of the worst days of my life because I almost spanked my mother when I got home. This day I lost my head. I got my things and drove the bike down to Caraguá. It was a cold and rainy day. I felt a constant fear because the Dutra road was very dangerous because the trucks came very fast and almost threw me out of the road. My heart froze when the bike brakes broken and I suffered a very ugly and dangerous fall (B.G., 15 years old, KHouse Águas do Vale – Fundhas, São José dos Campos, São Paulo) |
Table1
The methodology adopted in the Kidlink KHouse Br Project does not mean to restrict itself to a class room nor means to replace the teacher in school. Nevertheless in certain moments the project acts as a complement of the classroom: when demanding from the child independence in the use of the computer, when it helps the children to project and verbalize their thoughts and when it is concerned with the development of quality texts [19].
Most of the children in the KHouses (located in either public schools or in NGOs that mean to remove children from the streets) have deficiencies that come from their alphabetization phase and therefore have difficulties with text comprehension that must be overcome before they appear “publicly” in discussion lists. The prospect of “going public”on the Internet motivate them to make very fast progress in improving their language skills and make them “very important people” in their schools and communities where they play the role of setting an example.
The KHouse project originally meant to “graduate” children in Kidlink after two years of activities. The KHouse Open/PUC-Rio has been created to set up a model to maintain the “graduates” as long term participants of Kidlink.
At first, because of budget limitations and the organizational approach adopted by the Project Internet in Brazil, the KHouse PUC-Rio project was supposed to “graduate” a class of participants in a period of two years. This period of time was defined to follow the rules established for the experimental demonstration phases of the “Pilot Projects” of the Distance Education Working Group supported by the Steering Committee of the Project Internet in Brazil (Comitê Gestor do Projeto Internet no Brasil). Every Pilot Project (in the several working groups) were supposed to set up examples to the area of the society addressed by the respective working group. KBr was one of the most successful projects among the Pilot Projects of all working groups and as such it was granted two more years of support (CNPq scholarships) for the project from the Priority Programs in Informatics of the Ministry of Science and Technology (Programas Prioritários de Informática do Ministério de Ciência e Tecnologia – CNPq).
Since late 1997 the Kidlink Project in Brazil established itself as a permanent activity that shares the approach and objectives of the international Kidlink Project while adding to it activities that fit Brazilian national needs. In fact, the goal of maintaining a permanent global dialogue among children on the Internet to contribute to the future of the planet is clearly, at least, a very long term activity [20], [21].
Among the various sub-projects of Kidlink Brazil, the KHouse project proved to be very useful as an approach to the “universalization of access to the Internet” for the Brazilian youth. As such we are presently not only trying to find support for its continuity but also expanding it by creating the Internet Café style in the KHouses represented by the concept of KHouse Open to benefit students “graduated” from the Project KHouse Br. That would assure to the youth a continuation of access to the Internet and would also provide it with a chance for the its continued participation on Kidlink projects, both locally in Brazil and worldwide. Similar to the role of the Model KHouse at PUC-Rio a model KHouse Open team should be in charge of providing orientation to the “public library” type of access to be provided by the KHouse Open.
“I loved to participate on the Project. I was very happy. But it is over now and I am sad. I can’t go there anymore to talk to my friends. I learned a lot, and I am sure I will forget most of the things. I hope, someday I will buy a computer and get back there.” (J., 13 years of age. Student of Christiano Hamann Public School. KHouse/PUC-Rio – December, 1997)”
The principle established for KHouse Open/PUC-Rio was to be “a permanent and active room with open doors” for the use of computers, of the Internet and of Kidlink activities and content. The independence of the user is the center of the methodology of this new experimental “Café-like room” that began to be structured in May, 1998 – working in a way similar to a public library: [22]: no costs and opened for kids up to 15 years of age who would like to use computers connected to the Internet to do their homework and for participating on Kidlink activities. This time the participants will be guided only by the Kidlink responsible staff and will not be accompanied by their teachers. This more independent way of operating the lab allows for the investigation of some cognitive and behavior issues, such as: (a) the kids attend the classes and use the computers because their teachers want them to, or because they are motivated to work and participate on a community, spontaneously, in their leisure times? (b) do the kids know how to work in a more opened environment and with little or no commitments, or do they still need supervisors? (c) do the kids know how to apply the basic concepts of analysis, judgement and criticism – indispensable for those who navigate throughout the Web – or do they still need more orientation?
KHouse Open/PUC-Rio will also make it possible the evaluation and improvement of the methodology developed and the contents generated by the KHouse Model/PUC-Rio until now, since it will be opened for ex-students that will be able to apply the knowledge they have already acquired, this time in a free form, linked to their particular interests. By extending the KHouse model with the KHouse Open approach we get: (1) in the first stage of the Project KHouse Br, the kids learn how to use the main resources of the Internet and take their first step in Kidlink, and (2) in the second stage, in the KHouse Open space, they have the opportunity to go deeper and to help support the Kidlink movement in Brazil and in the world. In the KHouse Model/PUC-Rio a team will be formed to give support to the local KHouse Open and to the other “cafés” opened in KHouses all over Brazil.
The Internet allows for a new form of learning – more opened and not guided or controlled, giving birth to “Dynamic Learning Communities” [23]. Based on this new “workshop for learning” groups of people interact dynamically, organize and support each other - with a pre-determined objective - to cooperatively accomplish a common task. In the “workshop” all the members of the group share the control and ideas and all of them learn with the experiences and knowledge of the other, with no prejudice regarding the differences between generations. KidFamily Br (or KFamily) is another sub-project of Project Kidlink in Brazil based on two new theoretical concepts: “The Dynamic Learning Learning” [24] and “The Connected Family” [25]. In turn, both concepts are directly connected to the motivations and goals of the Project KHouse Br, which has been described before. The Project KHouse Br will aim also at addressing another generalized Brazilian social problem: the lack of care for people that are in their third ages.
We believe the Kidlink environment on the Internet may help promote attention to the elders. This can be achieved by providing them with motivation for facing the difficulties involved in using technology. They will be asked to help the poor youth (KHouse users) by providing them with words of advise about their futures. In other words, using the excuse of inviting the elderly to help the needy youth, Kidlink is concretely contributing to attract third age people to participate in the Information Society. All the accumulated experience of the elderly should be tapped to promote dignity to the third age. For that it is necessary to stimulate their intellectual abilities and preserve their self-esteem.
The staff of the Project Kidlink in Brazil plans to adapt its present methodology (already validated for children) to help adults overcome the “technophobia” or lack of interest to “understand” the world of the kids of the present NetGeneration [25]. In a first phase the elderly will get technologically literate by taking courses offered by the KHouse Model/PUC-Rio and will begin to communicate with participants of similar programs (eg: [26]). Later, the Project KidFamily Br intends to stimulate the youth and the elderly to share the “Kidlink ideal”, and to develop their human potential, through a “virtual family” type of interaction that will take place in lists (with the use of electronic mail) and in bulletin boards, exploring the resources of the Internet. All is to take place as if an elderly person would “adopt” a socially deprived child. In turn we would expect the youth to discover a sense of respect and admiration for a previous generation. The approach hopes to help recover senses of affection and family that might have disappeared in the case of socially deprived children.
“Most grand parents I know complain about not having enough time with their grandchildren. Some have more time with grandchildren than do not know what to do with. The computer may solve both these problems. One step up from this minimal commitment is to take an intelligent interest in what your grandchildren do with the computer. Sit down with them – don’t be afraid to get near the machine, the kid will protect you – and let them show you something they made or something they can do. They should at least be able to show you art work they have made or animations or desk-top publishing. If they don’t know about these things or don’t have the software or hardware to do them, you have a great opportunity to do something to do with them. On the other hand, if they do show you something interesting, you get a change to have them show you how they do it. If you pay attention you’ll begin to learn what can be done with computers. But this is a case where receiving is giving, for having you as a pupil can be a rewarding experience for the kids. Make the most of it. Do some homework when you are not with them to enhance the experience of being together.” (in [25], pg. 92.)
Working with children is a very rich activity, in which one is always learning something, but working with poor children is something more because it teaches us much more and makes us discover many gifts within ourselves. The reality of their lives is completely different from ours and, consequently, we must be very perceptive in order to convey what really “makes sense” to them. The constructivist approach provides two major tools for working with poor children: (a) it allows us to know each child better, as the child shows its cognitive style, its interests and its necessities; (b) it does not provide answered questions, forcing therefore the children to think.- breaking then the passive routine to which these children are subjected. Perhaps the constructivist style made viable through peer collaboration among children on the Internet may contribute to a more positive attitude of poor children towards knowledge and life.
The observations compiled from the work with poor children in the Project KHouse [15] using the Internet to enrich their learning environments has led to the following set of observations: (a) children see the computer as a working tool and, sometimes, as an escape mechanism to help forget their real life styles; (b) the possibility of each children to be known, to have friends, to communicate with others, to know that the world is much bigger than the environment they live in, and to get to know themselves from the emotional and intellectual points of view may be part of the solution to the very complex problem of children abandoned by the society. We believe the same will happen with the adults of the third age who will participate on our new the project.
A unique situation happens in Kidlink in Brazil as compared with other Kidlink communities all over the world: children get connected to the Internet mostly from their homes and parents/adults become volunteers to perform Kidlink activities in order to work together with their children. This, in one hand, reflects the unfortunate fact that schools in Brazil are late in getting connected to the Internet. On the other hand it has been allowing Kidlink in Brazil to skip stages to reach what Papert [25] calls “the connected family”. According to his point of view, parents/adults must recognize the need for constructing new forms of relationship with their children, and must look to the computer as a way of reaching such an objective, instead of seeing it as an obstacle to the union of the family/community. Parents/adults must worry less about what their children are doing with the computer, and spend more time trying to find common interests or projects to share with the children. The idea consists of using the natural enthusiasm of children for computers as a basis for the creation of a “family learning culture”. The concept of “family learning culture”. reflects the way the family thinks about learning: beliefs, preferred activities and traditions associated with the learning process.
The idea of a culture involves some agreement and some coherence. This does not mean that everyone in the family/community agrees with everything. Actually, what makes the learning culture of a family/community differ from another is exactly how each one deals with the different styles of learning.
One family/community may tolerate only one form of learning, while other may recognize - and even appreciate - differences. In a healthy family learning culture it will exist some basis for agreement and for the appreciation of those differences. The basic question about the learning culture of a family/community [25] is if it values learning. Some families/communities do not care about the learning as such, but value its outside signs (eg: grades in school), that may be important for practical reasons in the future. Some value learning about hobbies or sport. In some families/communities people are proud to describe their learning experiences at work, at school or in the kitchen. In others, references to learning are limited to grade reports.
Maybe talking about learning in the family environment is the best way of reaching a family culture of learning. The relationship between the computer and the family learning culture is a two-ways street: the computer affects the learning culture and it affects what is produced with the computer. Watching children working with computers may lead parents to respect them for what they are able to learn. It also may reveals prejudices about what is appropriate to certain ages. The reaction of a parent may be of satisfaction or irritation when a child of ten years of age learns first how to use a computer that has just been bought. Experiences on learning with computers allows the family/community to become more aware of the notion of family learning culture and offers a chance to family members to work in order to improve it. As the learning culture in the family becomes clear and conscious, it influences the kind of experiences the family gets involved with.
Based on the considerations above, mostly borrowed from Papert’s work [23, 25], we have formulated the KFamily project within the Kidlink project in Brazil. The originality of our proposal comes from the fact that we are trying to stimulate the development of “virtual families” formed, in one hand by poor children that participate on the KHouse project and on the other hand by elders that are involved with our third age project. We ask the elders to act as family members of the kids and to tell them all about their learning experiences. The kids may be able to learn how to learn from experienced people and it therefore raise hopes about their futures. The elders will raise their self esteem while giving their contribution to the reduction of social inequalities in Brazil.
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Authors:
Marisa Lucena
Kidlink in Brazil Project Coordinator
mwlucena@kidlink.fplf.org.br
Miriam Lerner Melamed |
Lucia Chibante |
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Cristiane Cardia |
Marcela Gomes |
Flavia Assis |
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