ALEGRIA Project: the advantages of dividing a literacy class in the remote system

Abstract

The current project exposes the extension practice, performed in remote mode, of “Alegria Project – Development of Reading and Writing skills engendering respect, inclusion and autonomy –, which operates its activities through the Prorectorate of Extension (Proex) and Languages Department. It aims to promote the literacy of adults who present learning difficulties due to some nerve/mental impairment. Based on Ferreiro; Teberosky (1999); Santos (2002), and Soares (1998), we propose to develop activities that involve the literacy of these individuals. Bearing that in mind, these activities aim to reach these students’ independence, through their literacy. The meetings are being developed by remote system, due to the social distancing caused by COVID-19. In order to help with their specific skills, according to their literacy phase, they were divided into two smaller groups, intending a more participatory learning space and activities that truly contribute to their reading and writing skills development, considering their specific demands. The analyses have shown the progress of the participants, who show more and more involvement in the proposed activities.