Abstract
This project involved the participation of students of the young and adults education (EJA) from a regular school class in an interior city of Sao Paulo state. This multisensory, phonic-visual-oral-articulatory methodology proposes the use of articulemes (mouths) to promote graphophonemic conversion, allowing students to deal with self-regulation of their learning. The evolution of work involved control by surveys on the psychogenesis of writing, comparison of school attendance with the previous year and two semi-structured questionnaires, to the teacher and students, involving both social and emotional issues, such as learning. The results showed significant improvement, for the analyzed questions. With this, it deserves a new examination on the issue EJA with quality of teaching that are linked to literacy allowing a condition for student self identification, focusing on a specific methodology, which is conducive to learning quickly and effectively, as the work presented by this method.
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