Proposta informatizada de ensino para jovens e adultos

Abstract

It is noticeable that the number of Brazilians who have not got yet Education as one of their basic rights assured demands from us, Education researchers, actions aimed at this segment of the population. The Behavior Analysis has been conducting studies which focus on procedures to teach the most different repertoires. The purpose of this study was to evaluate the effects of a teaching program of reading and writing sentences for young people and adults. The programming was based on the model of Stimulus Equivalence and had sentences as a teaching unit, and was applied with the aid of JClic software. Six stages were proposed: Preliminary Repertory Evaluation (IAL-I and IAL-IN), Pre-Test, Training, Emergency Test, Generalization Test and Post-Test. The stimuli were: A (sentence dictated), B (scenes), C (printed sentences). The operants evaluated were: D (oral reading of sentences), E (construction of words and sentences) and F (handwriting of sentences). The sentences contained words formed by vowel-consonant (VC); consonant-consonant-vowel (CCV); consonant-vowel-consonant (CVC). Five EJA (Educação de Jovens e Adultos) students from two different schools participated. In the Previous Repertoire Evaluation and the Pre-Test it was verified that the participants had more difficulty in writing than in reading. After the Training, the Tests indicated that the reading repertoire remained, although with improvement in quality, and the writing repertoire of all participants had improved. The results indicated that the teaching proposal, sustained on teaching units and based on the model of Stimulus Equivalence, has the potential to be used to improve the repertoires of young people and adults