Resumo

RIBEIRO JARDINI, Renata Savastano  e  RIBEIRO RUIZ, Lydia Savastano. Evaluation of training courses: "little mouth method". Rev. psicopedag. [online]. 2011, vol.28, n.86, pp.133-143. ISSN 0103-8486.

INTRODUCTION: Besides using phonic (phoneme/sound) and visual (grapheme/letter) strategies, the Phono-visual-articulatory Method (the "Little Mouth Method") also makes use of articulatory (articuleme/little mouth) strategies. Its development was based on Speech Therapy and also on Pedagogy, recommended for teaching any types of kids, youngsters and/or adults how to read and write and to rehabilitate their reading and writing disorders. OBJECTIVE: This study aims to evaluate the courses and the multiplier agents of the method, as well as the methodology itself. METHODS: A quantitative and qualitative analysis of the multiple choice questionnaire was carried out. The study had the participation of 10 multiplier agents who delivered 37 courses to 1668 educators in 13 cities in the stages of Paraná and Rio Grande do Sul in the year 2010. CONCLUSIONS: It was concluded that the "Little Mouth Method" was accepted by most participants to be used in the classroom with all types of students, especially with the ones who have some degree of difficulty, making educators and parents give serious thoughts over the success of inclusive education, the current educational demand and its relation to the methodology adopted. Moreover, it was concluded that educators involved in this study feel there is a need and urgency for a phonologic and articulatory proposal, with oralistic basis, to improve the Brazilian education system, with emphasis on the need to develop continued qualification courses that might be included in the curriculum guidelines for the education of leaning and writing teachers. Finally, all respondents to the study were satisfied with the performance of the multiplier agents and the way they handled the project, knowing that this work is already approved by the MEC (Ministry of Education) as Educational Technology. This study strengthens the necessary cooperation between Speech Therapy and Pedagogy for better performance of students and educators.

Palavras-chave : Learning; Education; Speech and language sciences.

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