Questões de leitura multimodal no ensino de língua inglesa: paralelo entre o livro didático e o Exame Nacional do Ensino Médio - ENEM.

Abstract

This work is a document research of descriptive and interpretive nature, with qualitative analysis, which evaluated two English textbooks for Brazilians that are in the 3rd year of high school, adopted in schools of the State of Paraíba in the years 2009 to 2014, and 20 questions, which evaluate the reading proficiency in English of Brazilian students known as national exam of high school level – ENEM (Exame Nacional do Ensino Médio) for the following years: 2010, 2011, 2012 and 2013. In order to draw a parallel between these objects, to aim the emergence of parameters for the treatment of multimodal reading questions, we try to answer the following question that guides the research: what is the relationship between the multimodal reading activities contained in two English textbooks and the English reading questions proposed in ENEM (2010-2013)? The corpus is composed of 38 multimodal reading questions (7 for ENEM, 6 for the book named English in a globaliz/sed world – v. 3, 25 for the book named On stage – v.3), whose analysis is based on the concepts of multimodality (Cf. KRESS AND VAN LEEWEEN, 1996; KRESS (2000, 2007, 2010); DIONÍSIO, 2005) and reading (Cf. LUKE AND FREEBODY, 1997; KRESS, 2007). The analysis allowed us to take into account that multimodality is not considered important to the understanding of texts written in English. Therefore, the focus of the reading questions just falls on the writing mode and not to the junction of the various modes present in the texts. The results led us to consider that reading multimodal texts is still new in the teachinglearning process and, perhaps, it is not considered as a criterion for the collections evaluated by PNLD. We believe, therefore, that it is the role of the school, of schoolbooks and of national exams, that assess educational indices in Brazil, pay attention to the value of multimodality as a constituent aspect of the texts, and, then, relevant to the process of reading comprehension.