O aprendizado do sistema de escrita alfabética na Educação de Jovens e Adultos

Abstract

Teaching and learning the alphabetic writing system (SEA) is a challenge experienced by literacy teachers and students in Youth and Adult Education (EJA) classes. This research aims to understand and analyze the difficulties presented by EJA literacy teachers in teaching skills aimed at appropriating SEA. In the theoretical framework of this research, we prioritize Soares' (2009, 2018, 2020) approach to the concept of literacy and literacy. Regarding the appropriation of the alphabetic writing system, we refer to Soares (2018, 2020) and Morais (2010, 2014). And, in the more specific field of EJA, in: Albuquerque, Morais and Ferreira (2010); Souza and Ferreira (2020); Leal and Morais (2010); Freitas, Ribeiro and Moura (2020). This is a qualitative research, a case study, with the participation of six literacy teachers from the Youth and Adult Education modality, from the Municipal Education Network of Belo Horizonte, three of whom have training in pedagogy and three with training in other areas of knowledge. Interviews and analysis of official documents from the Belo Horizonte Municipal Education Network were carried out, providing guidance for literacy teachers. The data was analyzed and categorized according to the difficulties reported by the research participants. The results highlighted the main difficulty of EJA literacy teachers, which refers to the development of phonemic awareness skills, and highlights the importance of continued qualification regarding SEA and teaching and learning processes . From the identification of this difficulty, we created a set of games that were previously tested whose objective is to assist literacy teachers in the development of phonemic awareness skills aimed at the education of young people, adults and the elderly.