MARENCO, A. R. L.; http://lattes.cnpq.br/5155080810217328; MARENCO, Anna Raphaella de Lima.
Resumo:
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.