PHONIC-VISUAL-ORAL-ARTICULATORY LITERACY METHOD FOR THE EDUCATION OF THE YOUNG AND THE ADULT: CASE STUDY
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Univ Estadual Paulista-unesp, Fac Ciencias Letras Assis
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This project involved the participation of students of the young and adults education (EJA) from a regular school class in an interior city of Sao Paulo state. This multisensory, phonic-visual-oral-articulatory methodology proposes the use of articulemes (mouths) to promote graphophonemic conversion, allowing students to deal with self-regulation of their learning. The evolution of work involved control by surveys on the psychogenesis of writing, comparison of school attendance with the previous year and two semi-structured questionnaires, to the teacher and students, involving both social and emotional issues, such as learning. The results showed significant improvement, for the analyzed questions. With this, it deserves a new examination on the issue EJA with quality of teaching that are linked to literacy allowing a condition for student self identification, focusing on a specific methodology, which is conducive to learning quickly and effectively, as the work presented by this method.
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EJA (adult education class), Phonic-visual-oral-articulatory feedback, Method to literacy, Quiting school, Methodology of the alphabetic writing
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Português
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Revista Ibero-americana De Estudos Em Educacao. Assis: Univ Estadual Paulista-unesp, Fac Ciencias Letras Assis, v. 11, p. 2538-2557, 2016.
