Empowering Brazil's impoverished communities through critical decision-making. A communitarian communicative strategy
Lead Research Organisation:
Heriot-Watt University
Department Name: Sch of Social Sciences
Abstract
Communicating effectively, understanding and being understood, prioritizing essential information, or differentiating between reliable and fake news, require cognitive and social skills learnt through socialization and education. These skills are not equal across social sectors (Freire 1992:71), but are essential because we depend on accessing, analysing and categorizing information to make informed decisions. They are particularly important when living through the current pandemic.
In Brazil, an ODA country of 210 million people, a quarter of the population lives below the poverty line, experiencing not only the direct effects of the virus infection, but also the impact from the disorganization of underfunded health services and social insecurity. Additionally, local efforts to mitigate the impact of COVID-19 are hindered by fake news (Ricard & Medeiros 2020). This phenomenon begs the questions of how fake news impacts vulnerable groups shaping their perception of the pandemic, and how communication is used by the pandemic-response networks to support mitigation strategies.
This interdisciplinary project falls within the remit of AHRC/GCRF by bringing Language, Culture, and Intercultural Communication together with Development Studies, Gamification and Healthcare. Grounded in Paolo Freire's philosophy of education and framed by theories from sociolinguistics, specifically in critical language awareness (Fairclough 1995), discourse and power (Van Dick 2003 & 2009), access to education and information through family literacy practices (Rogers 2003), and access to healthcare (Angelelli 2004), this project focusses on vulnerable groups in deprived metropolitan areas and their access to information, communication and decision-making in relation to COVID-19.
Researchers and professionals from various disciplines (languages, culture, critical discourse, gamification, intercultural communication, communities and society, nursing and social care) work together to benefit vulnerable groups at higher risk, i.e. homeless, Favelas dwellers, and garbage pickers in cooperatives in Goiânia (state of Goiás). Given our team's previous experiences with these communities and the trust gained, we are in the unique position to access the sites where we can study this phenomenon and bring creative and innovative ways to empower the most vulnerable sectors of the population.
Conducting this research is imperative because the results will support and inform local efforts to control the pandemic, such as the plan of action of the social and technical-scientific network (FIOCRUZ) and CUFA (Central Unica de Favelas) to confront COVID-19 in slums. We believe the time has come to conduct this research and to implement our strategies before COVID-19 claims even more lives among these neglected and vulnerable groups.
References
Angelelli, C. (2004). Medical Interpreting and Cross-cultural Communication. Cambridge: Cambridge University Press.Fairclough, N. (1995). Critical Discourse Analysis. The critical study of language. Essex: Longman.
Freire, P. (1992). Pedagogy of Hope. London/New York: Continuum.
Ricard, J., Medeiros, J., (2020). Using misinformation as a political weapon: COVID-19 and Bolsonaro in Brazil, The Harvard Kennedy School (HKS) Misinformation Review, 1(2), 1-6.
Rogers, R. (2003). A Critical Discourse Analysis of Family Literacy Practices- Power In and Out of Print. New Jersey: Lawfrence Erlbaum Associates, Inc.
Van Dijk, T. (2003). Elite Discourse and Racism. Sage Publications.
Van Dijk. T. (2009). Racism and Discourse in Latin America. Plymouth, UK: Lexington Books.
In Brazil, an ODA country of 210 million people, a quarter of the population lives below the poverty line, experiencing not only the direct effects of the virus infection, but also the impact from the disorganization of underfunded health services and social insecurity. Additionally, local efforts to mitigate the impact of COVID-19 are hindered by fake news (Ricard & Medeiros 2020). This phenomenon begs the questions of how fake news impacts vulnerable groups shaping their perception of the pandemic, and how communication is used by the pandemic-response networks to support mitigation strategies.
This interdisciplinary project falls within the remit of AHRC/GCRF by bringing Language, Culture, and Intercultural Communication together with Development Studies, Gamification and Healthcare. Grounded in Paolo Freire's philosophy of education and framed by theories from sociolinguistics, specifically in critical language awareness (Fairclough 1995), discourse and power (Van Dick 2003 & 2009), access to education and information through family literacy practices (Rogers 2003), and access to healthcare (Angelelli 2004), this project focusses on vulnerable groups in deprived metropolitan areas and their access to information, communication and decision-making in relation to COVID-19.
Researchers and professionals from various disciplines (languages, culture, critical discourse, gamification, intercultural communication, communities and society, nursing and social care) work together to benefit vulnerable groups at higher risk, i.e. homeless, Favelas dwellers, and garbage pickers in cooperatives in Goiânia (state of Goiás). Given our team's previous experiences with these communities and the trust gained, we are in the unique position to access the sites where we can study this phenomenon and bring creative and innovative ways to empower the most vulnerable sectors of the population.
Conducting this research is imperative because the results will support and inform local efforts to control the pandemic, such as the plan of action of the social and technical-scientific network (FIOCRUZ) and CUFA (Central Unica de Favelas) to confront COVID-19 in slums. We believe the time has come to conduct this research and to implement our strategies before COVID-19 claims even more lives among these neglected and vulnerable groups.
References
Angelelli, C. (2004). Medical Interpreting and Cross-cultural Communication. Cambridge: Cambridge University Press.Fairclough, N. (1995). Critical Discourse Analysis. The critical study of language. Essex: Longman.
Freire, P. (1992). Pedagogy of Hope. London/New York: Continuum.
Ricard, J., Medeiros, J., (2020). Using misinformation as a political weapon: COVID-19 and Bolsonaro in Brazil, The Harvard Kennedy School (HKS) Misinformation Review, 1(2), 1-6.
Rogers, R. (2003). A Critical Discourse Analysis of Family Literacy Practices- Power In and Out of Print. New Jersey: Lawfrence Erlbaum Associates, Inc.
Van Dijk, T. (2003). Elite Discourse and Racism. Sage Publications.
Van Dijk. T. (2009). Racism and Discourse in Latin America. Plymouth, UK: Lexington Books.
Publications
Angelelli CV
(2023)
Developing critical thinking skills through gamification.
in Thinking skills and creativity
RIBEIRO, G. M. C
(2022)
8º prêmio SBPC/GO de popularização da ciência: edição 2021
| Title | Anhangá (3rd) |
| Description | The third piece of artwork, painted by our research associate Ganna Borzenkova, depicts Anhangá, the white deer, responsible for protecting the forest which appears and walks up to the characters. While showing this picture, the facilitator asks the players: Who has any information on Anhangá? The character card who has the information is encouraged to talk about Anhangá and what he represents. Anhangá is a trustworthy creature that appears to help the group. With this artwork, Anhangá is introduced to the players. |
| Type Of Art | Artwork |
| Year Produced | 2021 |
| Impact | The artwork continued to help the player immerse themselves in the fictional universe of the game. Having Anhangá (a folk character known in Brazil known for its kindness) while playing and looking for a solution to save the forest encouraged players. During the discussion of plans they spoke about the importacce of being helped and helping others. |
| URL | https://heriotwatt-my.sharepoint.com/:i:/r/personal/ca170_hw_ac_uk/Documents/COVID-19%20Brazil/UKRI%... |
| Title | Characters cards and Board game |
| Description | Characters cards (playable characters) There are five playable characters, each a notable Brazilian folk hero (painted by Ganna Borzenkova) By playing as a well-known and powerful character, players will be less inhibited by their own biases and abilities. They can use the abilities and strengths these characters have, enabling players to make critical decisions more freely. However, in order to facilitate the spirit of cooperation, each of these characters has a strength and a weakness that either allows or prevents them from taking certain actions. Players have to rely on other characters if they are to carry out the full range of actions needed to finish the game. Additionally, each character has a special knowledge, represented by another set of cards that show what each of the characters knows about their situation. For example, Saci Pererê is a one-legged boy who wears a magical red cap and is a notorious trickster. Strength: Saci Pererê can choose to disappear and reappear wherever he wishes. Weakness: Saci Pererê cannot interact with animals. Knowledge: Saci Pererê has a great knowledge of herbs and medicine. At certain story points, two non-playable characters appear: Anhangá, the white deer responsible for protecting the forest, and Cuca, a mysterious alligator-like creature. The facilitator takes their roles during the sessions, explaining what they want and how they can help the players. These characters are not in the cards handed to players. They get to know them through pictures (See Artwork Cuca and Anhangá) |
| Type Of Art | Artefact (including digital) |
| Year Produced | 2021 |
| Impact | The cards and the board helped players focus and get into role and interact in a structured way. The colours and design captured their attention and players started interacting with each other through characters right away. Participants' ages varied from 22 to 63. They all enjoyed playing the game. In their words, they commented that the game showed them that in spite of having very different opinions on issues they could still play together and collaborate in pursuing the actions that are best for the whole group. In the same way that in real life they could work together for the health quality of life of their communities. The game following the conversation circles consolidated the skills developed in the precious five sessions. In addition it facilitated collaboration and team work. Having players mention this is a significant impact. |
| URL | https://heriotwatt-my.sharepoint.com/personal/ca170_hw_ac_uk/_layouts/15/onedrive.aspx?csf=1&web=1&e... |
| Title | Cuca (4th) |
| Description | This is the fourth and last picture shown to players by the game facilitator, also painted by our research associate Ganna Borzenkova The picture shows Cuca cooking and laughing by herself. Cuca, another folk character, is a mysterious alligator-like creature. She has several powers, among them cooking medicine. But she is evasive and not transparent, and she always asks for something in return. Cuca's laughing at the players' concern for the forest can be interpreted in various ways: Will she really be able to help them? Can they trust her? In the artwork, Cuca is working on a medicine against the blight, but she needs a final item to finish it. The medicine she is making is different from the one the group can make, but it is effective as well. Cuca asks the group to collect the Muiraquitã, an amulet that is buried in a nearby place. The animals who live next to Cuca's lair know where the amulet is, but they speak a different language. Players need to find out which of the characters (in their cards) can speak another language. Uirapuru can. After talking to animals around where Cuca lives, Uirapuru finds out where the amulet is and takes the group there so they can get it. When the group gives the Muiraquitã to Cuca, she hands over the medicine to the group as promised. Cuca continues to laugh, but gives the medicine to the group as promised. |
| Type Of Art | Artwork |
| Year Produced | 2021 |
| Impact | Cuca is a complex character that has gifts and challenges. She is not easy to trust and players could see this in her expressions. Players discussed Cuca's laughter as if they could hear her. The artwork helped players get into the fictional universe and meet the characters. Players spoke about the characters strengths and weaknesses as if they were real demonstrating the impact of these wonderful pieces of artwork |
| URL | https://heriotwatt-my.sharepoint.com/:i:/r/personal/ca170_hw_ac_uk/Documents/COVID-19%20Brazil/UKRI%... |
| Title | EmpoderaMente |
| Description | EmpoderaMente is the logo for our project. It was created by Luis Alberto, a local artist in Goiás and a team member. The shape of Brazilian Favelas on earth tones constitutes the background and a white human figure holding hands to infinity is at the front. At the bottom, the word EmpoderaMente is in white anchoring the images. Empoderamente is a play on words made of two words in Portuguese "Empodera" ( verb to empower used in imperative mode for second person as in you empower) and "Mente" (the mind). The image created captures the goal of the project which is to empower impoverished communities (e.g. favela dwellers) through awareness and the development of critical thinking skills. This logo is on all materials created for the project, including non-academic and academic communities presentations as well as on our website. |
| Type Of Art | Image |
| Year Produced | 2021 |
| Impact | Although It is too soon to tell, the logo displayed in all materials used with participants in the project activities as well in the academic and non-academic presentations has raised comments and questions among communities and organisations involved as well as amongst the wider scholarly community and general public. Our logo draws attention to the significance and impact of learning, developing and being empowered in spite of adverse socio-economic conditions. For all participants and local researchers/community leaders working and living in impoverished communities, the logo means hope. Hope in a better future for which the exercise of agency is the starting point and the enabling factor. Many described this as the awakening of their minds. The logo is used in very output of our project, every material developed, every PPT presentation or invitation to events. |
| URL | https://heriotwatt-my.sharepoint.com/personal/ca170_hw_ac_uk/_layouts/15/onedrive.aspx?id=%2Fpersona... |
| Title | Facilitator Serious Game Storybook |
| Description | This Storybook created for Facilitators presents the story fo the Serious game which covers the characters, the scenery and the main difficulty to be solved. The plot follows a group of characters, who are some of Brazil's folklore heroes (Saci Pererê, Iara or Boto, Caipora, Curupira and Uirapuru), discovering a blight within the rainforest. These are the playable characters. The setting provides a common aim for the characters and to everybody playing the game: to prevent the spread of a disease. Although the Storybook suggests a few possible actions and their consequences, it is up to individual facilitators to use their imagination and not rely on the Storybook too much. There are so many possible outcomes that the book could never cover them all. If necessary, the facilitator can prompt the players with questions, but players' choices are a priority. The facilitator only should step in when players are confused or lost. As part of the process of stimulating critical thinking, an educational game was created to warp up the Conversation Circles. The type of game chosen for the activity was a roleplaying game with elements of tabletop card games. The main goal of the game is to put players in a fictional universe in control of fictional characters. The players are able to make decisions and explore their critical thinking skills, working as a team. The story on which the game is based also aims to create a bond between player and narrative, by presenting elements of reality in a fictional universe. This story was empirically based. The team researched elements of nature that are meaningful to the communities of Goiás and produced a story with which Goaiás locals (and Brazilians) can identify. The narrative follows a group of Brazilian folklore characters in a journey to save the forest from a terrible disease that is destroying the trees. Each player takes the role of a character, and must use their problem-solving skills to get to the end of the story. During the narrative's climax, players must make a decision: create a medicine following the instructions of a wise and respected character, or ask help from a character with questionable morality. Despite the freedom the game allows, at pre-set key points in the story there are certain choices that must be made and that players must discuss and agree upon. The choices they make at such points determine what happens next, and can make the difference between success and failure. The resolutions should follow the ones in this Storybook. As a picture is worth a thousand words, images that represent the forest, the blight and the creatures (Anhangá and Cuca) are given to the facilitator. The facilitator must show these (see 4 Artwork items) to the players at the specific points that can be found in the Storybook. |
| Type Of Art | Creative Writing |
| Year Produced | 2021 |
| Impact | The act of inserting the players in a narrative so they can make decisions based on critical thinking and their own reflections about the pandemic was very important for the construction of knowledge in the communities. The nature of the game (playful, interactive and cooperative) helped participants to focus on problem-solving skills and group action outside of traditional methodologies, which was part of the project's goal. In testimonials gathered at the end of each game session the participants referred to how they had learnt ways to listen and respect the opinions of others even if they were not close to them or if they did not think alike. |
| URL | https://heriotwatt-my.sharepoint.com/:b:/r/personal/ca170_hw_ac_uk/Documents/COVID-19%20Brazil/UKRI%... |
| Title | Serious Game: Facilitator Handbook |
| Description | The Facilitator Handbook contains all the information on the Serious Game including Number of Participants, Setting up the Game, The Cards containing the the description of characters (see Characters and Board), the rules on how to play, Instructions to Facilitators, the and a brief translation/localization guide This is a freeform tabletop roleplaying game in which participants take on the role of some of Brazilian folk characters and a facilitator leads the players and their respective characters through a story. The main objective of the game is to encourage the participants' critical thinking skills within a relaxed, playful environment, allowing players to make both group and individual decisions. This game encourages discussion and information sharing while making decisions. The pattern of play can be described in three steps: 1. The facilitator describes the environment; 2- The players talk about what they want to do; and 3- The facilitator resolves the players' actions and their effect on the story. The game consists of a group of characters (controlled by the players - See cards) embarking on a quest, as described in a story that the facilitator presents (see Storybook. The narrative evolves through the players' actions as they take the role of the characters. There is a set of cards for each character. Players look at their cards and tell others about the character cards they have. The facilitator sets the scene (describing environments, the presence of other characters) and provides the situations to which the players have to react. The players then, collectively, decide how they want to respond. The facilitator then describes the effects of these actions on the story. Critical thinking skills are developed through discussing things, sharing information and cooperating. |
| Type Of Art | Artefact (including digital) |
| Year Produced | 2021 |
| Impact | In their testimonials, at the end of the Serious Gamesession, the participants commented at length on how much they learnt from the game and the CCs. Players acknowledged they were able to work with others respecting choices and opinions even if they did not shared them. Other commented on how they applied the critical thinking skills developed during the Conversation Circles by making decisions with other through discussing things, sharing information and cooperating. |
| URL | https://heriotwatt-my.sharepoint.com/:w:/r/personal/ca170_hw_ac_uk/Documents/COVID-19%20Brazil/UKRI%... |
| Title | The blight (see after the Forest) |
| Description | The blight is the second artwork presented to the players. It was painted by our research associate Ganna Borzenkova. Players are presented with a list of aspects that can be observed in the blight and must be discussed by the facilitator if a player wants to investigate that particular aspect (e.g. a player wants their character to touch the blight with their fingers). The aspects are: 1. Smell: The blight smells sweet. 2. Look: The blight looks shiny and wet. 3. Touch: If a player touches the blight, the facilitator must note the name of the character and describe the blight as sticky. 4. Taste: If a player tastes the blight, the facilitator must note the name of the character and tell them it tastes awful |
| Type Of Art | Artwork |
| Year Produced | 2021 |
| Impact | The artwork brought the blight to life and the groups of players followed their characters in trying to obtain information from local animals. Local animals, if consulted, may offer the previous information in a way that keeps the characters safe (they don't need to eat, smell or touch the blight). The artwork helped players realise that it is not a good idea to try to burn the blight because, as it is wet and sticky, it does not catch fire easily, but, at the same time, nothing terrible would happen if they tried. The facilitator can also prompt Caipora's player to talk about their knowledge of animals, and how the forest animals can give them information on the blight (in this case, the previously mentioned aspects of the blight). |
| URL | https://heriotwatt-my.sharepoint.com/:i:/r/personal/ca170_hw_ac_uk/Documents/COVID-19%20Brazil/UKRI%... |
| Title | The forest (see before the blight) |
| Description | This is the first of 4 pieces of artwork developed for the Serious Game by our research associate Ganna Borzenkova. The artwork represents the forest in which the main five characters of the Serious game live. There are large trees growing by the river, which is flowing fast and is thick with churned up mud and dirt coming from upstream. The characters sense there is something wrong with the forest, and the players need to know what it is. To identify what is happening, they need to explore the forest and cross a river, as shown in the artwork. After walking for some time, they stumble upon a mysterious bundle that must be investigated. |
| Type Of Art | Artwork |
| Year Produced | 2021 |
| Impact | The artwork used by the facilitator helped describe the environment to the participants. It helps participants situate themselves (and the characters cards they play) in the fictional environment. Participants enjoyed looking at the images that make the game environment real. During the game sessions they reported that the forest was a peaceful environment and they discussed the concern for the forest that their characters could sense. |
| URL | https://heriotwatt-my.sharepoint.com/:i:/r/personal/ca170_hw_ac_uk/Documents/COVID-19%20Brazil/UKRI%... |
| Description | As a result of the work funded by this award we developed specific materials to enhance critical thinking skills; "conversation circles"to raise awareness, reflect and discuss issues related to fake news; a serious game to enable consolidation of acquired skills in a more playful manner; and a communicative strategy to take knowledge developed in the conversation circles back home. In addition, we used these materials as research instruments to work with community leaders living or working in impoverished communities to raise awareness on the effects of fake news during a pandemic. Through the Conversation Circles and Serious Game sessions significant new knowledge was generated among participants and local community leaders (recruited as part of our team). Participants became more aware of their context and their communities. They learnt to assess information and differentiate facts from fake news. They also learnt to reflect on trust and how they assign or gain it, as well as to differentiate fake news from facts, to think critically about self and others and to respect each other and each other's opinions even if different from one's own. We also observed increased research capability generated from training delivered in specialist skills to both local researchers/community leaders and junior members of our team (see award). Even when communication in three languages used by team members (English, Portuguese and Spanish) at times became a challenge, we found ourselves collaborating and focussing on language and meaning making beyond the goals of the project, suggesting further research questions related to language, literacy and communication during a pandemic. We looked at language as the vehicle to discuss findings or methods as well as language (including degrees of literacy) as a main object of our study. We reflected on communication in times of crisis and emergencies and on the feasibility of designing protocols for multilingual communicative strategies to be used during crises such as COVID-19. |
| Exploitation Route | The outcomes of this funding (the Conversation Circles, the Serious Game and the Communicative Strategy) might be taken forward and put to use by some of the national organisations that have worked with us. We believe, with time and support, the project could grow from regional to national and even expand through translation to other areas of the Global South to become international. We planted seeds in each of the sites and organisations with whom we work. For example, Cooperrama/Uniforte is a member of the National Movement of Recyclable Material Collectors (Movimento Nacional dos Catadores de Materiais Recicláveis - MNCR). The Favela organisation CUFA-Goiás belongs to the national CUFA network of Favelas. The Tio Cleobaldo Association participates in several groups of hundreds of institutions that work with homeless people. The project has already been replicated in a collaboration between Tio Cleobaldo Association and Casa da Acolhida de Goiânia. Once the project closes, "local researchers" will be in charge of taking the project forward in their communities. Furthering training with other interested parties could be accomplished in a second stage of the project once achievements from the 1st round are assessed. In the limited time we had, we trained community leaders to work with us in our team . They became aware of how much they had learnt and how much better they were becoming once they could observe behaviours, analyse and be mentored. For local community leaders, having the time to consolidate newly acquired skills and strategies while still being mentored/supported through team-work and team-teaching would bring sustainability to the project. |
| Sectors | Communities and Social Services/Policy,Education,Government, Democracy and Justice |
| URL | https://heriotwatt-my.sharepoint.com/:f:/r/personal/ca170_hw_ac_uk/Documents/COVID-19%20Brazil/UKRI%20deliverables/Outcomes%20and%20outputs?csf=1&web=1&e=9Am3ER |
| Description | This project was carefully conceptualised as a socially committed research project. This means that each step taken was carefully planned to make a contribution to society. From data collection planning to dissemination, we worked with and for the impoverished communities to achieve maximum impact. We started the project by centring the goals we had identified on the needs of the community members, as articulated by them. Together we explored how the issue of "infodemia" was undermining local mitigating efforts during the pandemic and how the community members could empower themselves to protect themselves and their families. We partnered with community leaders who helped us gain entry and trust in five sites where the research team and the community leaders and members worked together in true participatory action research. Even when it is too soon to describe impact, we are able to discuss social impact arising from findings (direct observations, interventions, role plays and testimonials) that have begun to emerge at four levels: 1) Community leaders: From community leaders to local researchers We train community leaders to act as local researchers. This training guides research towards the solution of problems of social importance and towards the expansion of scientific literacy. Community leaders have actively participated in the entire research and development cycle. These leaders provide more accurate data about communities. This helps the research team triangulate new empirical findings with existing literature and with the HWU/UFG teams' observations. Community leaders ask new questions and can jointly contribute to a new scientific culture. While adding value to the project, "local researchers" acquire new learning, skills, and broader knowledge of scientific work. This integration raised local researchers' awareness of the importance of the participation of society in scientific investigations. 2) Community Members: from recipients of information to agents of knowledge The application of communicative strategies through the series of Conversation Circles, the Serious game and the "show and tell at home" brought many benefits to vulnerable communities in the city of Goiânia (GO), Brazil, such as: a) Access to information and scientific knowledge; b) Greater awareness of the current pandemic context and the necessary care to protect the self and each other (e.g., analyzing, comparing and contrasting information and behaviours related to the use of masks, vaccines, and personal hygiene); c) Deeper reflection on individual and collective decision-making based on consensus; d) Learning to gain/assign trust and respect different points of view; e) Differentiating facts from false information and the problems that the dissemination of fake news causes in society; f) Developing critical thinking skills, especially at the cognitive level of analysing and applying information. 3) Mutually beneficial collaborations: From community to academia and back For the communities and for our HWU-UFG partnership, our project provides evidence of the cultural, economic and social function of the university. It demonstrates the role that universities play when joining local communities and opening paths for the democratisation of research. The engagement of local researchers within their own communities as well as with universities strengthens the university's role in the inclusion, respect and celebration of diversity and knowledge emerging from communities. 4) Potential nucleation of a new research area: In current times, technological developments have enabled the increase in both frequency and quantity of communication and information exchange/dissemination among communities which are socially, economically, culturally and linguistically diverse. This increase in communication and information exchange/dissemination, however, is not for all and does not per-se narrow the gaps on how diverse peoples 1) may access information or 2) may be able to sort news from fake news. This raises the question of the plausibility of current university systems and practices to deal with the increasing complexity and interdisciplinarity of issues exacerbated by social media and fake news, and to explore solutions to impact all layers of society with similar degrees of effectiveness. This project provides evidence on the mutual benefits obtained by both university and community working together on equal footing from beginning to end. While universities have always encouraged the collaboration and knowledge exchange with communities, there is potential to study how this collaboration can turn into a new interdisciplinary research area. |
| First Year Of Impact | 2021 |
| Sector | Communities and Social Services/Policy,Education,Government, Democracy and Justice,Other |
| Impact Types | Cultural,Societal,Economic,Policy & public services |
| Description | At National level: Potential deployment of the communicative strategy developed for project EBIC |
| Geographic Reach | National |
| Policy Influence Type | Participation in a guidance/advisory committee |
| Description | Letter to the Municipal Health Department of Goiânia requesting that People experiencing homelessness be exempted from showing proof of residence to be vaccinated |
| Geographic Reach | Local/Municipal/Regional |
| Policy Influence Type | Implementation circular/rapid advice/letter to e.g. Ministry of Health |
| Impact | Although it is too soon to gather information regarding more long term the benefits, we can confidently discuss the beginning of a change as doors unlocked for a person experiencing homelessness or unable to access services. As a result of the letter sent to the Municipal Health Department of Goiânia discussed above, all PEHs in Goiânia who have been required to present proof of residence as a condition to get vaccinated or to have personal IDs updated or issued are exempted of this requirement. Consequently all clients who chose to be vaccinated or to have a personal ID issues were able to do it. So far, this action has served more than 200 PEHs. This change in the management policy of vaccines, at the end of the campaign, can benefit approximately 1000 PEHs in the metropolitan region of Goiânia. A potential development about this good practice of public policy is that can be replicated in other places taking vaccines to all Brazilians currently experiencing homelessness. |
| URL | https://heriotwatt-my.sharepoint.com/:w:/r/personal/ca170_hw_ac_uk/Documents/COVID-19%20Brazil/Impac... |
| Title | Group discussion/interview guide |
| Description | Given the vulnerability of participants and the fact that this was the first time they were taking part in a research project, we decided not to conduct a focus group but rather a more informal conversation. We designed a semi-structured protocol with only 5 questions. We discussed the implementation as one in which we would follow the group and re-direct only if required. We conducted this early on to allow ourselves time to follow up with other alternatives closer to focus groups if this did not work. |
| Type Of Material | Improvements to research infrastructure |
| Year Produced | 2021 |
| Provided To Others? | No |
| Impact | By having a group "conversation" rather than running the activity as a structured focus group, we engaged participants an an earlier stage of the data collection in a more playful way. The impact that resulted fro this was that participants began to interact with each other, reacted to each other and began to question each others' answers. This encouraged us to proceed with the design of the Conversation Circles, all part of our communicative strategy |
| URL | https://heriotwatt-my.sharepoint.com/personal/ca170_hw_ac_uk/_layouts/15/onedrive.aspx?id=%2Fpersona... |
| Title | Group discussion: pictures used for discussion (please read after Group discussion ) |
| Description | This image shown on the url box as well as the other 3 pasted are used as prompts for discussion in Question 5 of the Group Discussion guiding questions. The goal of these images is for the group to discuss, or to compare/contrast how different areas of the world have interpreted/ handled social distancing, used of masks, lockdown, etc. Picture 1 shows a bus transporting people from a plane to the airport. While evryone wears a mask there is no space to socially distance. https://heriotwatt-my.sharepoint.com/:i:/r/personal/ca170_hw_ac_uk/Documents/COVID-19%20Brazil/UKRI%20deliverables/Research%20Instruments/1%20-%20Interview%20Questionnaire/Interview%20Material%20in%20English/Image%201%20-%20Group%20Meeting%20Guide.PNG?csf=1&web=1&e=Oo4eTp Picture 2 shows a park with white circles marking spaces where people can come together while socially distancing. Some are wearing a mask and some are not. https://heriotwatt-my.sharepoint.com/:i:/r/personal/ca170_hw_ac_uk/Documents/COVID-19%20Brazil/UKRI%20deliverables/Research%20Instruments/1%20-%20Interview%20Questionnaire/Interview%20Material%20in%20English/Image%202%20-%20Group%20Meeting%20Guide.PNG?csf=1&web=1&e=8bfHnG Picture 3 shows a crowded beach and people are not wearing masks https://heriotwatt-my.sharepoint.com/:i:/r/personal/ca170_hw_ac_uk/Documents/COVID-19%20Brazil/UKRI%20deliverables/Research%20Instruments/1%20-%20Interview%20Questionnaire/Interview%20Material%20in%20English/Image%203%20-%20Group%20Meeting%20Guide.PNG?csf=1&web=1&e=AaLP6c Picture 4 shows the arm of a person getting the Covid-19 vaccine https://heriotwatt-my.sharepoint.com/:i:/r/personal/ca170_hw_ac_uk/Documents/COVID-19%20Brazil/UKRI%20deliverables/Research%20Instruments/1%20-%20Interview%20Questionnaire/Interview%20Material%20in%20English/Image%204%20-%20Group%20Meeting%20Guide.jpg?csf=1&web=1&e=NiF51w |
| Type Of Material | Improvements to research infrastructure |
| Year Produced | 2021 |
| Provided To Others? | No |
| Impact | Participants engaged with the activity and while at the beginning they were quiet they warmed up to talking about the images and stating their opinions/beliefs |
| URL | https://heriotwatt-my.sharepoint.com/:i:/r/personal/ca170_hw_ac_uk/Documents/COVID-19%20Brazil/UKRI%... |
| Title | Individual interview - semi-structured protocol |
| Description | We designed a protocol to conduct individual interviews and explore demographic information plus participants' awareness of and perceptions about the pandemic; sources of information used (to triangulate with survey)as well as misinformation. |
| Type Of Material | Improvements to research infrastructure |
| Year Produced | 2021 |
| Provided To Others? | No |
| Impact | The development of this tool allowed us to have individual conversations with participants. This contact allowed us to build trust |
| URL | https://heriotwatt-my.sharepoint.com/personal/ca170_hw_ac_uk/_layouts/15/onedrive.aspx?id=%2Fpersona... |
| Title | Pre and post-test (appropriate for all literacy levels/ no writing required) |
| Description | The empirically driven pre and post test help us measure acquisition/change of critical thinking skills which are key to our project. Given the diversity of literacy levels and skills within our groups, we produced questions using everyday language. The content of the questions is informed by data collected on initial interviews. In this way we build on participants'e experiences on the issue we want to study. This allowed us to tailor questions to this specific group and context. To acknowledge their diversity, specifically when it comes to measuring abilities or collecting data from them, we designed instruments that could either be adapted on site following a protocol (e.g. how to proceed if a person cannot read or write; if a person is sight/hearing impaired; does not feel comfortable discussing issues with others) or did not require reading/writing skills. Building a scale with faces (rather than numbers or adjectives) as well as reading aloud questions one at a time during the administration of pre and post tests allowed us to go through questions together with the participants. This assured participation and helped us build trust. |
| Type Of Material | Improvements to research infrastructure |
| Year Produced | 2021 |
| Provided To Others? | No |
| Impact | While the three targeted groups are all adults and all belong to impoverished communities, they are diverse and had different needs. They found our activities useful, non-threatening and insightful. The impact resulting form this development is that participants engaged more and were willing to come and take part in our activities. They felt safe and not judged. In their words they stated, " Looking forward to next week" "This gives me hope and takes me out of my routine""I can do this" "It is not school and I can learn" |
| URL | https://heriotwatt-my.sharepoint.com/personal/ca170_hw_ac_uk/_layouts/15/onedrive.aspx?id=%2Fpersona... |
| Title | Questionnaire on sources of information used |
| Description | This empirically based questionnaire is designed to capture information on the sources of information on which participants. The items are based on information collected during initial interviews following a visit to each site to present the project. During the initial interviews the team members got to know some of the participants more by talking to them individually, they discussed how they were doing with the pandemic, etc. During these interviews we asked about where they got information, advice, instructions, who they trust, why they trust a person/source. The questionnaire was completed by the researchers in a one-on-one conversation with participants. In this way participants could ask questions, clarify things, engage with us and they did not have to read or answer in writing. |
| Type Of Material | Improvements to research infrastructure |
| Year Produced | 2021 |
| Provided To Others? | No |
| Impact | By implementing the procedure described above participation increase as participants did not feel intimidated by a long questionnaire. They enjoyed the opportunity to have a conversation that made them reflect and gave them a break from their routine. For researchers the notable impacts are related to building trust, getting to know the participants more and making sure participants could consider taking part in our activities. For participants the questionnaire and the chat about ti gave them the opportunity to reflect and think about the questions asked. Many stated they had not thought about where they get news before in the way the questionnaire asked them to do it. |
| URL | https://heriotwatt-my.sharepoint.com/:w:/r/personal/ca170_hw_ac_uk/_layouts/15/Doc.aspx?sourcedoc=%7... |
| Title | Dataset of individual interviews on sources of information |
| Description | The initial interviews of the project (see Research Methods) designed t explore participants' perceptions of the pandemic, trusted on sources of information used, awareness of fake news yielded 69 individual interviews ranging from 45 to 60 minutes in length. The original data captured in Portuguese was fully transcribed and translated, providing a rich corpus for analysis. Participants were recruited with the assistance of our collaborators and partners. The breakdown of 69 participants per site is as follows: Cooperrama (cooperative of recyclable materials): 20 participants Residencial Buena Vista (periferic urban favela): 10 participants Villa Lobó (central rural favela): 9 participants Casa de Acolhida Cidadã (People experiencing homelessness [PEHs] from Tio Cleobaldo organization): 10 participants Joaquim Lúcio Square (People experiencing homelessness [PEHs] from Tio Cleobaldo organization) 20 participants |
| Type Of Material | Database/Collection of data |
| Year Produced | 2021 |
| Provided To Others? | No |
| Impact | Notable impacts resulting from the development of this dataset are: emerging evidence of perceptions of experiencing fake news, awareness of comparing and contrasting facts and fake news, ability to change behaviours . |
| Title | Group discussion related to pandemic and fake news |
| Description | Data collection for this project involved group as well as individual activities. Like the other dataset discussed in this section, this one also focusses on perceptions/beliefs about the pandemic and sources of information, from a group perspective .The group discussions centring around 5 questions (see in Research Methods Group discussion/guide) and 4 pictures provided another rich corpus for analysis. Six groups participated in this activity, one per each of the five sites except for Residencial Buena Vista (periferic urban favela) which had 2 groups. Total participants:64 |
| Type Of Material | Database/Collection of data |
| Year Produced | 2021 |
| Provided To Others? | No |
| Impact | A notable impact resulting from this database is that it allows to explore opinions, perceptions, or beliefs related to information, fake news, awareness of fake news, trust or lack thereof. Respondents are in the presence of others and group dynamics can be considered. Participants may influence each other's opinions or perceptions. As participants hear each other's answers and are witnesses to each other's comments and thoughts, their answers and reactions can be triangulated with their individual ones and data becomes richer. |
| Description | Project EBIC |
| Organisation | Federal University of Goiás |
| Country | Brazil |
| Sector | Academic/University |
| PI Contribution | Our team made the following contributions to this collaboration: - Initial conceptualization and project design by PI and Co-I - Design of research instruments and interview protocols by PI - Design of project materials (Conversation Circles Workbooks and Facilitator Handbook) PI and RAs - Design of game (Story and characters Co-I and RAs) - Design of Cards and Artwork for game (RAs - Training to local community leaders in facilitating workshops and sessions and conducting interviews and observations with us. (PI) - Led discussion sessions on the value of communicative strategies, critical thinking. (PI and team) - We trained collaborators to speak in public and deliver presentations on progress made in their communities (PI) - We brought visibility to their work by having them explain to others the value and nature of what they do.(Pi and team) - We held discussion in bilingual mode and with professional interpreters which was something many of the local community leaders have not experienced before (PI and team) |
| Collaborator Contribution | Thanks to the efforts of the UFG team, our Brazilian partners, we have been in a unique position to gain entry to impoverished communities (e.g., favela dwellers, garbage pickers working in cooperatives of recyclable materials, people experiencing homelessness). We have worked in these communities and they have become strong collaborators. The UFG team sought to establish collaborations with entities that carry out work with the target groups of the project in the municipality of Goiânia-Goiás-Brazil. The goal was to have easier access to communities and groups, and to establish a relationship of trust between the community and the researchers. As to collectors of recyclable materials, our partners sought to t institutionalise the partnership with the largest entity representing collectors in the municipality of Goiânia-Goiás. A collaboration was established with the Central de Cooperativas de Trabalho dos Catadores de Materiais Recicláveis "Unidos Somos Mais Fortes" (Rede UNIFORTE). In the url below, please used the drop-down menu Communities next to Our partnership to check CooperRama (https://ebic.site.hw.ac.uk/communities/cooper-rama) both in English and Portuguese As the Brazilian team had no previous experience in working with favela residents, we sought to establish collaboration with the Brazilian institution that is most representative of favela residents, Central Única das Favelas (CUFA), specifically, CUFA-Goiás. In the url below, please used the drop-down menu Communities next to Our partnership to check Villa Lobo and Residencial Buena Vista, two Favelas in which we worked. Finally, the UFG team sought to establish a partnership with one of the institutions that has been working for the longest time in the city of Goiânia with people experiencing homelessness: Tio Cleobaldo Association. Although the association was created in 2009, its volunteers have been working with homeless people for more than three decades. In the url below, please used the drop-down menu Communities next to Our partnership to check Tio Cleobaldo. Our partners provided us with access to sites and helped us gain entry with local populations and organisations with whom we wanted to work. Our partners taught us about their communities, their ways of speaking, behaving, the insider codes. In addition, as the project was conducted during 2020-2021 when international travel was not always possible and when travelling to Brazil was not allowed, our partners took responsibility for being on site for all data collection activities. Our partners were also in charge of finding RAs who could transcribe and translate the original Portuguese data into English. |
| Impact | 1- Five modules (Conversation Circles) to develop critical thinking skills consisting of: Pre and Post tests; Illustrated Conversation Circle Participant Workbook, and Facilitator Handbook. 2- A Serious game game consisting of: Facilitator Handbook, Storybook for Facilitators, Board and Cards. 3- Posters (4 paintings to present to players illustrating the fictional environment) 4- A communicative Strategy 5- Seven Illustrated Handouts for adults and children 6- Panel presentation for Community leaders and organisations 7- Training Sessions for Community leaders as "local researchers" 8- Training sessions for facilitators 9- Award. Invited Colloquium: Professor Angelelli (PI) has been invited to organise an Invited Colloquium at the American Association of Applied Lingustics (academic) 10- Award: Winners of SBPC (Sociedade Brasileira para o Progresso da Ciência -Brazilian Society for the Progress of Science) our project was considered one of the most impactful projects for the popularisation of science in the area of Human Sciences and Applied Social Science. 11- Symposium at the centre for Translation and Interpreting Studies in Scotland, Heriot Watt University. Open to the public Our collaboration is interdisciplinary. It involves the following disciplines: Applied Linguistics; Digital Inclusion; Discourse Analysis, Ethnography of Communication; Literacy and Cultural Politics; Literary Theory; Labor Organization; Media Studies; Narratology; Open Science and STI (Science, Technology and Information) policies; Philosophy of Language; Scientific Communication, Self-Management; Sociolinguistics; Solidarity Economy; Supply Chain Management and Sustainability, Teacher Education, Translation and Interpreting Studies, |
| Start Year | 2020 |
| Description | Conversation Circles (CCs) |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Public/other audiences |
| Results and Impact | We conducted a series of 5 CCs in each of our sites to enable participants to reflect on assigning trust to sources of information, to distinguish facts from fake news. The sessions gradually increase in complexity. The first session focuses mainly on building rapport within the group and assigning or gaining trust. The second session discusses trustworthy figures and reasons to trust someone, encouraging participants to draw on their own experiences and explain their reasoning. The third session introduces Bloom's Taxonomy by first asking participants to analyse a story, and then framing their responses in taxonomic terms. In the fourth session, participants work with a World health Organization (WHO) text on the spread of COVID-19 and are encouraged to use this reputable information to challenge myths such as the idea that wearing a mask can cause illness. The fifth and final conversation circle combines the material from the previous two, demonstrating how participants can use the steps outlined in Bloom's Taxonomy to engage with the WHO material and take action on the basis of the decisions they make. |
| Year(s) Of Engagement Activity | 2021 |
| URL | https://heriotwatt-my.sharepoint.com/:f:/r/personal/ca170_hw_ac_uk/Documents/COVID-19%20Brazil/UKRI%... |
| Description | Empoderamente |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | International |
| Primary Audience | Public/other audiences |
| Results and Impact | This 2-hour presentation brought together the whole partnership as members from HWU joined remotely the UFG colleagues for a bilingual presentation (English/Portuguese) facilitated by professional conference interpreters from String and Can, one of our collaborators (see url for the original Portuguese version below) and see: https://heriotwatt-my.sharepoint.com/:p:/r/personal/ca170_hw_ac_uk/_layouts/15/Doc.aspx?sourcedoc=%7BAA78F256-F951-4C74-98AD-7812CC0B0489%7D&file=Live%20Empoderamente%20(English).pptx?tion=edit&mobileredirect=true for the English version. The presentation time was shared among all team members. This means that not only researchers presented, but the stage was shared among us all. Doctoral and MSc stduents fromUFG who worked wit us in the project as well as organisation volunteers and community leaders (local researchers) and our professional interpreter collaborators took part in this presentation at the Universidade Fedral de Goiás. The presentation was live at the UFG. Those of us joining remotely used Zoom while the UFG team was on site.The presentation was shared by zoom and You Tube channel in both English and Brazilian Portuguese. The You Tube report indicates over 400 viewers, (300 for the Portuguese version and 149 for the English interpreted one) on the day in addition to the audience in the room, which was packed in spite of occurring during the Pandemic. All attendees were socially distanced and were required to wear a mask. To see the dissemination report please visit this url: https://heriotwatt-my.sharepoint.com/:w:/r/personal/ca170_hw_ac_uk/_layouts/15/Doc.aspx?sourcedoc=%7B19D43450-694A-43FB-9129-B00301A94028%7D&file=Report%20Dissemination%20Event%20%E2%80%93%20LIVE%20November%204th%2C%202021%20%E2%80%93%209%20AM%20to%2011%20AM%20(Brazilian%20Time).docx?tion=default&mobileredirect=true |
| Year(s) Of Engagement Activity | 2021 |
| URL | https://heriotwatt-my.sharepoint.com/:p:/r/personal/ca170_hw_ac_uk/Documents/COVID-19%20Brazil/Disse... |
| Description | General Public debate on fake news and facts related to COVID-19 |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Public/other audiences |
| Results and Impact | On 16th August 2022, Claudia Angelelli, Maico Roris and Geisa Muller engaged with the general public in a debate on the importance of sorting fake news from facts and run some of the activities designed for the Conversational Circles in project EBIC |
| Year(s) Of Engagement Activity | 2022 |
| Description | Presentation for students of the Industrial Engineering career at the Federal University of Goiás (UFG) |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Undergraduate students |
| Results and Impact | Presentation of the application of the game developed by the project to 22 students of the discipline entitled "Work Organization" of the Industrial Engineering career at the Federal University of Goiás (UFG) on August 19, 2022. |
| Year(s) Of Engagement Activity | 2022 |
| Description | Presentation for students of the Library Science career at the Federal University of Goiás (UFG) |
| Form Of Engagement Activity | A talk or presentation |
| Part Of Official Scheme? | No |
| Geographic Reach | Local |
| Primary Audience | Undergraduate students |
| Results and Impact | Presentation of how the project was conceived and executed for 25 students of the discipline entitled "Special Topics in Information Technology II" of the Library Science career at the Federal University of Goiás (UFG) on August 18, 2022. |
| Year(s) Of Engagement Activity | 2022 |
| Description | Serious Game Workshop |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Study participants or study members |
| Results and Impact | After the five Conversation Circles a serious game was presented to participants to consolidate skills and strategies developed during the CCs. The importance of this activity is highlighted in the behaviours observed. Sixty nine participants played the serious games in groups of4/6. They focussed on the game and discussed alternatives before making decisions. From their discussions it was evident that they remembered to apply the PEE (point-evaluation-evidence) strategy to analyze the suggestions of peers. Before making decisions they asked questions, compared and contrasted possibilities. The testimonials gathered from participants in the sites we worked show the project has taken off and continued once the team left the sites. Participants continue to use the strategies discussed in our workshops and their ways of analysing/assigning trust to information has changed. |
| Year(s) Of Engagement Activity | 2021 |
| URL | https://heriotwatt-my.sharepoint.com/:f:/r/personal/ca170_hw_ac_uk/Documents/COVID-19%20Brazil/UKRI%... |
| Description | Serious Game Workshop: Maico Roris, Claudia Angelelli and Geisa Muller engaged with youngsters and adults visiting the Universidade Federal de Goias on 19th August 2022 |
| Form Of Engagement Activity | Participation in an activity, workshop or similar |
| Part Of Official Scheme? | No |
| Geographic Reach | Regional |
| Primary Audience | Postgraduate students |
| Results and Impact | 43 members of general public and professional practitioners, UG students attended this workshop. They were divided into groups 7 groups of 6 (except for one groups which one had 7Ss. They listened to the narrative, played the game and debriefed the before and after strategies. A discussion followed on the value of group work, trust, and how they changed their minds on working with others they have not known before |
| Year(s) Of Engagement Activity | 2022 |