Literacy practices of the children and their mothers in a specific social and cultural context and online spaces

The focus topic of my Ph.D. dissertation is the literacy practices of the children and their mothers in a specific social and cultural context in San Luis Potosí, Mexico. I present the approximation of elements in this analysis and reflecting moment.
The children spoke about their different experiences with their mothers around the literacy practices in the context and online spaces in everyday life. The main problem is the disconnection between the aims of the school and the literacy practices outside the school (Lerner, 2004), joints it and orients to development. The principal question is: How to reorganize the teaching and learning process by taking into consideration the children and their mothers in their context to generate new literacy practices to orient them to development?
The research context is vulnerable. In order to deepen understanding, Ester and Magdalena collaborate because both mothers triggered the process of empowerment and generated new literacy practices.
The research is qualitative with ethnographic perspective and interactive analysis. Collection techniques were participant observation in the classroom, households and social context of the subject; informal talks; in-depth interviews and collection of written productions. The theoric concepts are social as a source of development, drama and intrapersonal process (Vygotsky, 1979) and empirical categories emerging about the empowerment and symmetrical relationship.
I situated the research in the Social Practice; in the ideological model (Street, 1984) and also in the cultural-historical approach because the development is inter-psychological and becomes an intra-psychological process.