A escrita de palavras no programa de alfabetização de jovens, adultos e idosos (PROAJA-Piauí)

Abstract

The development of writing acquisition and the literacy period transcend the simple process of teaching and learning in the school context, becoming a fundamental need for individuals inserted in a literate and literate society. In this sense, the main objective of this dissertation is to investigate and understand the appropriation of writing, as well as the spelling errors committed by young people, adults and elderly people participating in the Literacy Program in the state of Piauí. In this context, a discussion is held about literacy that covers not only the process of acquiring writing, but also the intricate relationship between orality and writing, as well as the challenges that spelling deviations can present. The theoretical foundation is supported by authors such as Cagliari (2009), Cristófaro-Silva (2010), Ferreiro and Teberosky (1985), Fontes-Martins (2014), Morais (2008), Lemle (1999), Oliveira (2005), Rocha- Martins (2014), Soares (2021), Zorzi (1998) among other authors who deal with the topic. To conduct this study, the consolidated database of initial diagnostic assessments of the Youth and Adult Literacy Program of the State of Piauí, PROAJA-PIAUÍ, was used, which consists of a total of 5,616 records. From these records, data analysis focused specifically on items related to writing. In this sense, by identifying, quantifying and categorizing this data, we were able to draw a comprehensive picture of the initial levels of writing acquisition, from the pre-syllabic phase to the orthographic phase. Through the profiles outlined, we can observe the advances and challenges of this non-linear and complex process. Furthermore, we explored spelling deviations, such as the cancellation of consonants, the change of letters, the use of expected letters, among other occurrences that occurred during the writing process of these young people and adults. We conclude that the deviations that occurred during the process should not be interpreted as failures, but rather as elements inherent to the learning process and transfer of writing skills. This process requires time and a systematic approach with the learner.