A COMPETÊNCIA LÉXICA DE ALUNOS DA EJA: A CONSCIÊNCIA FONOLÓGICA COMO MEIO FACILITADOR PARA A AQUISIÇÃO DA ESCRITA

Abstract

In this paper, we present the master's research that we carried out under the Professional Master's Program in Letters in the National Network - PROFLETRAS of UFMS, Campus of Três Lagoas. Considering the importance and the challenge of literacy in adult students, we aim to contribute to the development of lexical competence, so we use the principles of Phonological Awareness and the Phonovisuoarticulatory Method as a means for the literacy process of students of Youth and Education Adults (EJA). In this context, we determined as objectives i) to reflect on the teaching-learning process of the lexicon in the literacy of young people and adults, with a view to providing learning situations that make it possible to expand the development of students' communicative competence; ii) talk about the student's phonological awareness and the use of methodologies of the phonic approach as a functional tool to reduce spelling problems; iii) to identify the main problems of lexical inadequacy during students' spontaneous writing activities, through verification activities designed for this purpose; iv) analyze the results obtained from the verification activities and use them for the purpose of verifying which activities enable the best development of phonological awareness skills and which are more appropriate in the literacy process of EJA students; v) develop sequences of oral and written activities (SA) that enable the development of phonological awareness skills in favor of expanding lexical competence at the reading and writing level; vi) collaborate with other EJA literacy teachers, given that the activities aim to enable the expansion of students' lexical competence from the development of phonological awareness at its different levels. For the development of the research, we are guided by the theoretical and methodological principles related to Pedagogy with regard to adult literacy and the Lexical Approach in teaching. With the development of this work, we identified the students' levels of communicative competence through verification activities, and, from that, we propose sequences of activities that aim to contribute to the pedagogical practice of other young and adult literacy teachers, so that these students become more and more competent from a lexical point of view.