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MEDIA LITERACY AND INTERCULTURAL DIALOGUE Strategies, Debates and Good Practices active participation of all involved in the process and the emergence of the plurality of knowledge present in the group. Another advantage inherent in participatory action research methodology is the strengthening of the creative and critical skills in the participants who apprehend their reality and find new answers to the dilemmas that it proposes everyday. In this sense it is intended that participants redefine their experience and that of others, so that their learning is contextualized in daily life and adjusted to the peculiarities of their development. 5. Objectives of the training process 5.1. General objective The process aims to train women's associations in the municipality of Pamplona in the use of ICT as a tool of empowerment in relation to the perception of themselves and for the recovery of historical memory. 5.2. Specific objectives • To promote the acquisition of basic skills in the use of Information Technology and Communication. • To create opportunities for debate and exchange of ideas, reviews, interpretations, etc among the group of participating women on the evolution of their role in society and existing gender inequalities. • To develop the themes addressed during the workshops through the support of ICT. This is done through the collection of personal dossiers images and texts. • To edit a printed document containing all the experiences of women participating in the workshop. The workshop participants themselves proposed to delve into the contents of computer management, to make them feel more comfortable and motivated. The theme was chosen was the recovery of historical memory. There were 31 women participating in the workshops with an average age of 55 years. Most participants were either unemployed with a very meagre social support allowance or employed in small firms. Of the 31 women who participated in the workshops, 16 were enrolled in primary school, 4 were enrolled in secondary school and 11 had reached the baccalaureate level. All the women carried out domestic work and took care of the family unaided by their spouses. Of the 31 women, 20 were heads of their household because the husband had abandoned them and left them unaided taking care of their children. 85% of the participants admitted to having been victims of domestic violence at least once in their life. 27
MEDIA LITERACY AND INTERCULTURAL DIALOGUE 5.3. Data Collection Strategies, Debates and Good Practices To collect the data, we have used different instruments. The first instrument was the use of a questionnaire to collect personal data and data regarding the level of digital literacy. This helped the researchers tailor the workshops to the needs of the participants. It also helped organize the logistics and methodology of the training process. A second instrument, fundamental in identifying the specific needs of women, has been the focus groups. The development of these has laid the basis for the process of change in each woman’s perception of herself and the role she plays in society. This activates the process of empowerment. Through a critical and constructive dialogue they have questioned the development models that had prevailed in the society and which in one or other women were invisible. They have introduced concepts such as patriarchy, gender, women's rights and discrimination. From there it has begun a phase of awareness of the roles assumed, imposed and/or transmitted. Another data collection instrument was the semi-structured interview. The interviews were conducted in the same environment where women develop their daily life and this has helped to build trust and comfort. The semi-structured interview focused on the collection of the expression of women participating in the workshops around a flexible general script built from the evaluation questions (the interview guide). In the evaluation of the data this instrument was most used. In our case this has served to cross the information gathered during the focus groups and finally collect the results of our workshops. The interviews have been conducted with a small number of the women who participated in the workshops, at the discretion of the subject-type sampling we consider appropriate. All interviews were done in person. We used the camcorder for recording, after asking permission from the participants. A final technique used to ask all participants to write their life story. This has served to make the women reflect on their experiences in the light of new concepts such as dignity, equality of opportunity, patriarchal oppression, gender roles, and also to help them recover the memory of their experiences. Throughout the whole process of training, the trainers made direct observations of the progress, constraints and obstacles encountered by women in their efforts to learn the basic use of ICT, which builds the systematization of pedagogical process. 6. Results Through these workshops, designed and intended for women members of 28
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