Práticas de letramento e concepção de leitura no ensino de língua inglesa.

Abstract

This research focuses on reading activities presented in the didactic material and in English reading classes. The objectives of this research are to identify the literacy practices provided by such activities and to analize theoretical reading conceptions predominant both in the didactic material and in the classes.The theoretical underpinning of the research are the models of literacy (BARTON, 2007; BARTON & HAMILTON, 2000; STREET, 1984) and the reading theoretical models (KLEIMAN, 1992; LEFFA, 1999; ECKERT-HOFF, 2002; CORACINI, 1995, 2005; MASCIA, 2005; MELO, 2005; SILVA, 2009). This research is descriptive-interpretative. The corpusvjas composed of two data sets: the didactic material used in classes which is composed by the ninth grade English in Formation textbook and the extra material designed by the teacher and the recorded reading classes. With this in mind, I selected 10 Portuguese Language PNLD criteria (2007), once it includes ali the theoretical reading concepts studied in this research.The results showed the presence of reading activities that support only one literacy practice, the school one. The bottom-up and top-down concepts of reading were the most predominant ones in the textbook activities. The extra material, designed by the teacher, showed a strong presence of the top-down and (socio)interacional concepts of reading. Yet the activities worked in reading classes showed the predominant presence of bottom-up, top-down and (socio)interational reading concepts. Thus, the results show that school literacy practices are provided by a very limited way in the English reading classes, reduced to explicit information identification activities and translation practice. This research suggests that maybe there could be PCN-LE influence on the reading activities provided by the teacher, once they have a tendency to explore social aspects from the text.This research brings theoretical and practical contributions on literacy and English reading teaching by reflecting on the role of the teacher of English