Aprendendo a ler e escrever: um estudo com jovens e adultos da EJA no enfoque metalingüístico

• Ano de defesa: 2011
• Autor(a) principal: Souza, Juliana Devecchi Pinheiro de
• Orientador(a): Maluf, Maria Regina
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação
• Departamento: Psicologia
• País: BR
• Palavras-chave em Português: Metalinguagem; Habilidades metafonológicas; Aprendizagem da linguagem escrita; EJA; Educação de jovens e adultos
• Palavras-chave em Inglês: Metalanguage; Metaphonological abilities; Writing language learning; Education to young people and adults
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL
• Link de acesso: https://tede2.pucsp.br/handle/handle/16014

The purpose of the present reseah was to check whethes Young people and adults in elementary education first at fourth grade are writing and reading and the compared between these abilities and the metaphonological abilities. The study was accomplished a state public school located in the suburban area of São Paulo. Participated of this research 62 young people and adults, from 15 to 83 years old, being 19 men and 43 woman. They had their wrinting ability evaluated through a dictation containing 19 words (TEP) and also had one exercise that evaluated their sentence reading and comprehension (TCL). The results showed that crevelopment phonological was measured through tests of syllabic segmentation with phonemic a wareness. The results showed the writing ability of those students was lagged: only two students written the right way all words; 57% were written an correct orthographic, 11,7% involved mistakes that do of disturb phonological processing and 31,29% were written still in first two phase as the Ehri rating. The results showed that the students had high performance in the writing tasks also had a high performance in metaphonological abilities evaluated, however the students with little performance in the writing tasks had a little performance in the tasks about of phonological awareness. Was evident during the rescarck at the social factores, emotional, motivational, had yong influence in the learning of this students and marked their school life