Análise de leitura de palavras de adultos em processo de alfabetização

Abstract

Literacy in Adult and Youth Education (EJA) is a field still little explored in academic research when investigating how young people and adults learn to read and write. The objective of this research is to investigate and understand, from different theoretical approaches, the cognitive strategies, reading routes, stages, and word characteristics used by adult students in the process of acquiring word reading skills in an adult literacy class (EJA). Based on theoretical contributions from research in the fields of neuroscience and education, we conducted participatory research. Twenty-one EJA students (RME-PBH) participated in the research, each participating in two sessions: the first involved oral reading of a list of words with a defined and informed semantic field of food; and the second session consisted of a list of varied words, without a defined semantic field, but with syllabic structures similar to the words in the first list. All sessions were individually video-recorded and subsequently transcribed for analysis. The results of the research with adult students confirmed similarities with studies by Frith (1985), Ehri (2005), Dehaene (2012), Soares and Monteiro (2014), conducted with children, regarding the stages, strategies, and reading routes presented in research on the oral reading of words by students in the literacy process. The results of this participatory research indicate the need for literacy teachers to understand and reflect on the stages, reading routes, and cognitive strategies in the process of acquiring reading skills by adult students in EJA literacy classes, and consequently contribute to a grounded practice with dialogical interventions favorable to the teaching of word reading.