Desempenho cognitivo e impacto da alfabetização fônica no contexto de educação de jovens e adultos na cidade de São Paulo.

• Ano de defesa: 2019
• Autor(a) principal: Fragoso, Analice Oliveira
• Orientador(a): Capovilla, Alessandra Gotuzo Seabra
• Banca de defesa: Amaro, Alexandre Slowetzky , Almeida, Cleverson Pereira de , Trevisan, Bruna , Dias, Natália Martins
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Presbiteriana Mackenzie
• Programa de Pós-Graduação: Distúrbios do Desenvolvimento
• Departamento: Centro de Ciências Biológicas e da Saúde (CCBS)
• País: Brasil
• Palavras-chave em Português: EJA; analfabetismo; neuropsicologia
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA COGNITIVA
• Link de acesso: http://dspace.mackenzie.br/handle/10899/24569

Neuropsychological studies are important to verify the influence of literacy and schooling on cognitive development, in order to understand, for example, the difficulties encountered by adults ex-illiterate, as well as to identify more effective intervention methods. However, such emphasis has not occurred at the national level. The present research has the objective: 1) to relate the cognitive performance of youth and adult education students to the literacy age; 2) to relate the cognitive performance of young and adult education students to school progression; and 3) adapt the phonic method for adults and verify the effect of phonic literacy as a method to promote reading and writing for this audience. 200 students of both sexes, aged between 18 and 75 (M = 47, 10 years, DP = 12, 20), participated in the series of Elementary School I and II of a school in São Paulo. The instrument used for intelligence evaluation was the Wechsler Abridged Intelligence Scale (WAIS); attention was assessed by the Cancellation Attention Test (TAC); the executive functions, by the Test of Trails for Preschoolers (TT-PE); the oral language, through the proof of phonological awareness by oral production (PCFO) and the Peabody Image Vocabulary Test (TVIP); the written language, through the Reading Test of Words and Pseudowords (TCLPP) and Dictation (DT); the evaluation of mathematical skills was done with the Arithmetic Test (PA); and visuospatial processing and visual memory, by means of the King Complex Figures (REY). In the first part of the study, all students were evaluated in these instruments. Analyzes were carried out comparing means, through the t-Test, between two groups: literate group at regular age (GAIR) and ex-illiterate (GAIT). The results in each of the applied tests were used as measurements. There was no significant group effect, indicating that the age at the beginning of literacy did not seem to have influenced the results in these measures, taking into account objective 1. In order to meet objective 2, comparative analyzes of means were conducted, through Variance Analysis, between the series in each of the applied tests. There were significant effects in most measures, pointing out that the greater the number of years studied, the better the cognitive performance tends to be in different tasks. In the second part of the study, intervention was conducted with the phonic method adapted for students of the experimental group (GE), while those in the control group (GC) continued with regular literacy. In order to meet objective 3, Student's t-test was conducted, taking as factors the group (GE and GC). As a measure, the delta was used (post-intervention measure minus pre-intervention measure). The results did not show significant effects on the TAC; TT-PE, part A; TVIP, PA and REY, which was expected given the specificity of the intervention. However, in almost all measures in phonological awareness and in almost all of writing, the GE presented greater gains after the intervention. In reading assessment (TCLPP) there was no significant effect in any measure, however, it was clear the change in reading strategy used by the GE, with more phonological reading after the intervention. The study made it possible to analyze effects of literacy and grade age, as well as to adapt an effective literacy tool initially developed for children to the youth and adult audience, demonstrating its effects on the promotion of written language for this public, contributing in a unprecedentedly in Brazil, to the dialogue between neuropsychology and the education of youth and adults.