Ensino informatizado de leitura e de escrita a uma turma da Educação de Jovens e Adultos
Autor(a) principal: | |
---|---|
Data de Publicação: | 2020 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/14039 |
Resumo: | Reading and Writing abilities are important for society as well the individual, however, the number of people with intellectual disability and illiterate elderly is still quite expressive. The Youth and Adult Education (EJA) is an education modality directed to people who could not complete their schooling in regular time, serving young people, adults, and the elderly. Considering this context of school, this study aimed to evaluate the effects of the application of the teaching modules of the Learning to Read and Write in Small Steps (ALEPP) curriculum with an EJA class. The ALEPP curriculum has three modules. Module 1 teaches simple and regular words of the Portuguese language, composed by consonant-vowel (for example, bolo - cake, salada - salad, fivela - buckle); Module 2 teaches words with irregularities of the Portuguese language (for example, gelo - ice, galinha – chicken, barco - boat, testa - forehead, garrafa - bottle, among others); and Module 3 aims at comprehension of short texts. Nine students participated in the study, one 19 years old young person with intellectual disability, six adults with intellectual disability between 21 and 40 years old, one adult 58 years old, and one elderly woman 69 years old. From the initial assessment of reading and writing skills, the participants were directed to the ALEPP teaching modules. The application of the Module occurred collectively, on average three days a week, with all students in a classroom provided by the school. Intermediate assessments of reading and writing skills were conducted before and after school recess periods, upon completion of the Module (post-test) and maintenance. The experimental activities were conducted in the presence of the researcher, the regular classroom teacher, and undergraduate interns. The results showed that students benefited from the teaching modules of the ALEPP curriculum, showing improvement in the performance of skills assessed, especially in reading and writing words. The participants who completed Module 1 presented maintenance of the performances in the evaluation that occurred from one to five months after the post-test. Six participants performed Module 2, one of them finished the 20 teaching units (irregularities of Portuguese language), and the other five completed different quantities of units. The results showed that the participants needed a number of distinct repetitions of four teaching steps of each unit; in general, the second teaching step had the highest number of repetitions and the fourth step had the lowest. The participant who performed Module 3 showed an improvement in the comprehension of texts with reading repetitions of the same book. Overall, the results showed that the ALEPP curriculum as a supplementary and complementary resource to the classroom can be a tool to enhance the learning of reading and writing by EJA students, creating teaching and motivational conditions for this audience. It is important to emphasize that the application in collective form was important to attend all students in the class and for the development of collaborative work between researcher, teachers, and interns. Future studies should investigate the use of the ALEPP curriculum by teachers with students with intellectual disabilities, adults and elderly as a complementary and supplementary resource. |
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Silva, Érika Rímoli Mota daPostalli, Lidia Maria Marsonhttp://lattes.cnpq.br/2748282330028870http://lattes.cnpq.br/8530538473591388301f8f9d-4846-4469-aa1a-6db10387e2192021-03-27T15:59:34Z2021-03-27T15:59:34Z2020-11-24SILVA, Érika Rímoli Mota da. Ensino informatizado de leitura e de escrita a uma turma da Educação de Jovens e Adultos. 2020. Tese (Doutorado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2020. Disponível em: https://repositorio.ufscar.br/handle/ufscar/14039.https://repositorio.ufscar.br/handle/ufscar/14039Reading and Writing abilities are important for society as well the individual, however, the number of people with intellectual disability and illiterate elderly is still quite expressive. The Youth and Adult Education (EJA) is an education modality directed to people who could not complete their schooling in regular time, serving young people, adults, and the elderly. Considering this context of school, this study aimed to evaluate the effects of the application of the teaching modules of the Learning to Read and Write in Small Steps (ALEPP) curriculum with an EJA class. The ALEPP curriculum has three modules. Module 1 teaches simple and regular words of the Portuguese language, composed by consonant-vowel (for example, bolo - cake, salada - salad, fivela - buckle); Module 2 teaches words with irregularities of the Portuguese language (for example, gelo - ice, galinha – chicken, barco - boat, testa - forehead, garrafa - bottle, among others); and Module 3 aims at comprehension of short texts. Nine students participated in the study, one 19 years old young person with intellectual disability, six adults with intellectual disability between 21 and 40 years old, one adult 58 years old, and one elderly woman 69 years old. From the initial assessment of reading and writing skills, the participants were directed to the ALEPP teaching modules. The application of the Module occurred collectively, on average three days a week, with all students in a classroom provided by the school. Intermediate assessments of reading and writing skills were conducted before and after school recess periods, upon completion of the Module (post-test) and maintenance. The experimental activities were conducted in the presence of the researcher, the regular classroom teacher, and undergraduate interns. The results showed that students benefited from the teaching modules of the ALEPP curriculum, showing improvement in the performance of skills assessed, especially in reading and writing words. The participants who completed Module 1 presented maintenance of the performances in the evaluation that occurred from one to five months after the post-test. Six participants performed Module 2, one of them finished the 20 teaching units (irregularities of Portuguese language), and the other five completed different quantities of units. The results showed that the participants needed a number of distinct repetitions of four teaching steps of each unit; in general, the second teaching step had the highest number of repetitions and the fourth step had the lowest. The participant who performed Module 3 showed an improvement in the comprehension of texts with reading repetitions of the same book. Overall, the results showed that the ALEPP curriculum as a supplementary and complementary resource to the classroom can be a tool to enhance the learning of reading and writing by EJA students, creating teaching and motivational conditions for this audience. It is important to emphasize that the application in collective form was important to attend all students in the class and for the development of collaborative work between researcher, teachers, and interns. Future studies should investigate the use of the ALEPP curriculum by teachers with students with intellectual disabilities, adults and elderly as a complementary and supplementary resource.A importância de possuir habilidades de leitura e de escrita é indiscutível para a sociedade e para o indivíduo, contudo o número de pessoas com deficiência intelectual e idosos analfabetos ainda é bastante expressivo. A Educação de Jovens e Adultos (EJA) é uma modalidade de ensino voltada para pessoas que não puderam concluir sua escolarização no tempo comum, atendendo jovens, adultos e idosos. Considerando esse contexto escolar, o presente estudo teve como objetivo avaliar os efeitos da aplicação de Módulos de ensino do currículo Aprendendo a Ler e a Escrever em Pequenos Passos (ALEPP) com uma turma da EJA. O currículo ALEPP possui três Módulos. O Módulo 1 ensina palavras simples e regulares da língua portuguesa, compostas por consoante-vogal (por exemplo, bolo, salada, fivela); o Módulo 2 ensina palavras com irregularidades da língua portuguesa (por exemplo, gelo, galinha, barco, testa, garrafa entre outras); e o Módulo 3 tem como objetivo a compreensão de pequenos textos. Participaram do estudo dez alunos, sendo um jovem com deficiência intelectual de 19 anos, uma adulta com paralisia cerebral de 21 anos, seis adultos com deficiência intelectual com idade entre 25 e 40 anos, um adulto com 58 anos e uma idosa de 69 anos. A partir da aplicação da avaliação inicial das habilidades de leitura e de escrita, os participantes foram direcionados aos Módulos de ensino do ALEPP. A aplicação do Módulo ocorria coletivamente, em média três dias da semana, com todos os alunos em uma sala disponibilizada pela escola. Avaliações intermediárias das habilidades de leitura e de escrita foram realizadas ao longo da aplicação do programa de ensino (antes e depois dos períodos de recesso escolar), ao completarem o Módulo (pós-teste) e de manutenção. A condução das atividades experimentais foi realizada na presença da pesquisadora, do professor da sala regular e de estagiários. Os resultados demonstraram que, de forma geral, os alunos se beneficiaram dos Módulos de ensino do currículo ALEPP, demonstrando melhora nos desempenhos das habilidades avaliadas, principalmente, em leitura e em escrita de palavras. Os participantes que realizaram o Módulo 1 apresentaram manutenção dos desempenhos na avaliação ocorrida de um a cinco meses após finalizarem o ensino. Seis participantes realizaram o Módulo 2, sendo que um deles finalizou as 20 unidades (irregularidades) de ensino e os cinco demais completaram de 35% a 85% do Módulo. Os resultados mostraram que os participantes que realizaram o segundo Módulo necessitaram de um número de repetições distinto dentro de cada unidade e, de modo geral, o segundo passo de ensino teve maior número de repetições e o quarto passo, o menor. O participante que realizou o Módulo 3 apresentou melhora na compreensão de textos ao repetir de quatro a seis vezes a leitura do mesmo livro. Os resultados mostraram que o currículo ALEPP como um recurso suplementar e complementar à sala de aula pode ser uma ferramenta para potencializar a aprendizagem de leitura e de escrita de alunos da EJA, criando condições de ensino e motivacionais para este público. Destaca-se que a aplicação em forma coletiva foi importante para atender a todos os alunos da turma e para o desenvolvimento do trabalho colaborativo entre pesquisadora, professores e estagiários. Estudos futuros devem investigar o uso do currículo ALEPP aplicado por professores nas escolas com pessoas com deficiência intelectual, adultos e idosos como um recurso complementar e suplementar. Palavras-chave: Educação Especial; Leitura; Escrita; Ensino informatizado; EJA.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)CAPES: 88882.332683/2019-01porUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Educação Especial - PPGEEsUFSCarAttribution-NonCommercial-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nc-nd/3.0/br/info:eu-repo/semantics/openAccessEducação EspecialLeituraEscritaEnsino informatizadoEJA.Special EducationReadingWritingComputerized teachingCIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEMEnsino informatizado de leitura e de escrita a uma turma da Educação de Jovens e AdultosComputerized teaching of reading and writing to a Youth and Adult Education classEnseñanza informatizada de la lectura y la escritura a una clase de Educación de Jóvenes y Adultosinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis600600975e7ef6-9bd8-42b3-8680-10dd75b3e674reponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALTese_Érika_Rímoli.pdfTese_Érika_Rímoli.pdfTese Érika Rímoli Mota da Silvaapplication/pdf1854391https://repositorio.ufscar.br/bitstream/ufscar/14039/1/Tese_%c3%89rika_R%c3%admoli.pdf7e712fa10792e93ff0790b37c60057d0MD51Carta autorização para autodepósito Érika Rímoli.pdfCarta autorização para autodepósito Érika Rímoli.pdfCarta de autorização para autodepósito orientadorapplication/pdf298369https://repositorio.ufscar.br/bitstream/ufscar/14039/2/Carta%20autoriza%c3%a7%c3%a3o%20para%20autodep%c3%b3sito%20%c3%89rika%20R%c3%admoli.pdf8ca3eb5c2207261e5acd1a9ea69574b4MD52CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8811https://repositorio.ufscar.br/bitstream/ufscar/14039/3/license_rdfe39d27027a6cc9cb039ad269a5db8e34MD53TEXTTese_Érika_Rímoli.pdf.txtTese_Érika_Rímoli.pdf.txtExtracted texttext/plain284662https://repositorio.ufscar.br/bitstream/ufscar/14039/4/Tese_%c3%89rika_R%c3%admoli.pdf.txt0f454c97bd46a837deedf158befde0e0MD54Carta autorização para autodepósito Érika Rímoli.pdf.txtCarta autorização para autodepósito Érika Rímoli.pdf.txtExtracted texttext/plain1865https://repositorio.ufscar.br/bitstream/ufscar/14039/6/Carta%20autoriza%c3%a7%c3%a3o%20para%20autodep%c3%b3sito%20%c3%89rika%20R%c3%admoli.pdf.txt70c2c2440720065497650aaca0c21917MD56THUMBNAILTese_Érika_Rímoli.pdf.jpgTese_Érika_Rímoli.pdf.jpgIM Thumbnailimage/jpeg5565https://repositorio.ufscar.br/bitstream/ufscar/14039/5/Tese_%c3%89rika_R%c3%admoli.pdf.jpg901b5fcdfe09e35a092cb7921bb8a674MD55Carta autorização para autodepósito Érika Rímoli.pdf.jpgCarta autorização para autodepósito Érika Rímoli.pdf.jpgIM Thumbnailimage/jpeg13628https://repositorio.ufscar.br/bitstream/ufscar/14039/7/Carta%20autoriza%c3%a7%c3%a3o%20para%20autodep%c3%b3sito%20%c3%89rika%20R%c3%admoli.pdf.jpgda1b7b71192de4cf97a911821ff7e460MD57ufscar/140392023-09-18 18:32:08.493oai:repositorio.ufscar.br:ufscar/14039Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:32:08Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Ensino informatizado de leitura e de escrita a uma turma da Educação de Jovens e Adultos |
dc.title.alternative.eng.fl_str_mv |
Computerized teaching of reading and writing to a Youth and Adult Education class |
dc.title.alternative.spa.fl_str_mv |
Enseñanza informatizada de la lectura y la escritura a una clase de Educación de Jóvenes y Adultos |
title |
Ensino informatizado de leitura e de escrita a uma turma da Educação de Jovens e Adultos |
spellingShingle |
Ensino informatizado de leitura e de escrita a uma turma da Educação de Jovens e Adultos Silva, Érika Rímoli Mota da Educação Especial Leitura Escrita Ensino informatizado EJA. Special Education Reading Writing Computerized teaching CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
title_short |
Ensino informatizado de leitura e de escrita a uma turma da Educação de Jovens e Adultos |
title_full |
Ensino informatizado de leitura e de escrita a uma turma da Educação de Jovens e Adultos |
title_fullStr |
Ensino informatizado de leitura e de escrita a uma turma da Educação de Jovens e Adultos |
title_full_unstemmed |
Ensino informatizado de leitura e de escrita a uma turma da Educação de Jovens e Adultos |
title_sort |
Ensino informatizado de leitura e de escrita a uma turma da Educação de Jovens e Adultos |
author |
Silva, Érika Rímoli Mota da |
author_facet |
Silva, Érika Rímoli Mota da |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/8530538473591388 |
dc.contributor.author.fl_str_mv |
Silva, Érika Rímoli Mota da |
dc.contributor.advisor1.fl_str_mv |
Postalli, Lidia Maria Marson |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/2748282330028870 |
dc.contributor.authorID.fl_str_mv |
301f8f9d-4846-4469-aa1a-6db10387e219 |
contributor_str_mv |
Postalli, Lidia Maria Marson |
dc.subject.por.fl_str_mv |
Educação Especial Leitura Escrita Ensino informatizado EJA. |
topic |
Educação Especial Leitura Escrita Ensino informatizado EJA. Special Education Reading Writing Computerized teaching CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
dc.subject.eng.fl_str_mv |
Special Education Reading Writing Computerized teaching |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
description |
Reading and Writing abilities are important for society as well the individual, however, the number of people with intellectual disability and illiterate elderly is still quite expressive. The Youth and Adult Education (EJA) is an education modality directed to people who could not complete their schooling in regular time, serving young people, adults, and the elderly. Considering this context of school, this study aimed to evaluate the effects of the application of the teaching modules of the Learning to Read and Write in Small Steps (ALEPP) curriculum with an EJA class. The ALEPP curriculum has three modules. Module 1 teaches simple and regular words of the Portuguese language, composed by consonant-vowel (for example, bolo - cake, salada - salad, fivela - buckle); Module 2 teaches words with irregularities of the Portuguese language (for example, gelo - ice, galinha – chicken, barco - boat, testa - forehead, garrafa - bottle, among others); and Module 3 aims at comprehension of short texts. Nine students participated in the study, one 19 years old young person with intellectual disability, six adults with intellectual disability between 21 and 40 years old, one adult 58 years old, and one elderly woman 69 years old. From the initial assessment of reading and writing skills, the participants were directed to the ALEPP teaching modules. The application of the Module occurred collectively, on average three days a week, with all students in a classroom provided by the school. Intermediate assessments of reading and writing skills were conducted before and after school recess periods, upon completion of the Module (post-test) and maintenance. The experimental activities were conducted in the presence of the researcher, the regular classroom teacher, and undergraduate interns. The results showed that students benefited from the teaching modules of the ALEPP curriculum, showing improvement in the performance of skills assessed, especially in reading and writing words. The participants who completed Module 1 presented maintenance of the performances in the evaluation that occurred from one to five months after the post-test. Six participants performed Module 2, one of them finished the 20 teaching units (irregularities of Portuguese language), and the other five completed different quantities of units. The results showed that the participants needed a number of distinct repetitions of four teaching steps of each unit; in general, the second teaching step had the highest number of repetitions and the fourth step had the lowest. The participant who performed Module 3 showed an improvement in the comprehension of texts with reading repetitions of the same book. Overall, the results showed that the ALEPP curriculum as a supplementary and complementary resource to the classroom can be a tool to enhance the learning of reading and writing by EJA students, creating teaching and motivational conditions for this audience. It is important to emphasize that the application in collective form was important to attend all students in the class and for the development of collaborative work between researcher, teachers, and interns. Future studies should investigate the use of the ALEPP curriculum by teachers with students with intellectual disabilities, adults and elderly as a complementary and supplementary resource. |
publishDate |
2020 |
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2020-11-24 |
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2021-03-27T15:59:34Z |
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2021-03-27T15:59:34Z |
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SILVA, Érika Rímoli Mota da. Ensino informatizado de leitura e de escrita a uma turma da Educação de Jovens e Adultos. 2020. Tese (Doutorado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2020. Disponível em: https://repositorio.ufscar.br/handle/ufscar/14039. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/14039 |
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SILVA, Érika Rímoli Mota da. Ensino informatizado de leitura e de escrita a uma turma da Educação de Jovens e Adultos. 2020. Tese (Doutorado em Educação Especial) – Universidade Federal de São Carlos, São Carlos, 2020. Disponível em: https://repositorio.ufscar.br/handle/ufscar/14039. |
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Universidade Federal de São Carlos Câmpus São Carlos |
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