Ensino de leitura em língua inglesa no contexto remoto: análise de portfólios à luz da perspectiva dialógica da linguagem.

Abstract

The principles of the English Language (LI) Reading class, for secondary education, recommend training in the dialogical perspective of language and multiliteracies, which prioritize the social and political function of the language, aiming at discursive engagement, critical participation and active exercise of citizenship. That said, faced with a national education that points to difficulties in relation to teaching and learning, it was decided to investigate the process of teaching IL reading in a remote context. The present research arose in the face of the change in the education scenario brought about by COVID-19, a disease that caused the transition from face-to-face classes to the emergency remote modality. Faced with the transition to the new context, it is considered pertinent to investigate remote teaching mediated by portfolios, as a sub modality offered by the Public State Network of Paraiba. This research has the question: How are the enunciative forms that make up the activities aimed at remote teaching of reading in LI present in portfolios of the Public States Network of the State of Paraiba organized? In order to elucidate this question, the general objective is: to analyze the process of enunciation in the activities and tasks of the LI of the portfolios, in view of the reading activities. The following specific objectives are outlined: 1) To verify the discursive genres present in the activities; 2) To analyze the composition/construction of statements in activities from a dialogical perspective of language. For this purpose, we resort to two theoretical axes: the first axis presents reflections on learning in English as a Lingua Franca(ILF) and reading teaching (BNCC, 2018;LEFFA, 2016; PAIVA, 2013; SCHLATTER, 2009; CORACINI, 2005; MOITA LOPES, 1996, among others); the second axis highlights the theoretical bases of the Bakhtin circle necessary for the study of the concrete statement in the teaching of reading and the construction of statements of tasks and school activities (BAKHTIN, 2000 [1992]); SANTOS, 2013; VOLÓCHINOV, 2017 [1929], ARAÚJO, 2017). Methodologically, the research is of a documentary nature (PAIVA, 2019). Based on the objectives, the research is classified as descriptive and interpretative (PAIVA, 2019; OLIVEIRA NETO, 2008). For data analysis, a qualiquantitative approach is considered (PAIVA, 2019). Data were generated from the description, analysis, interpretation of textual genres and the composition/construction of the activity statements. Access to the materials occurred through a request. The results indicated that the generality was activities that did not include reflection on speech genres (GDs), these were used as a pretext for teaching grammar, recognition of the linguistic code, decoding and understanding of text/vocabulary. Regarding the statements of activities and tasks, it was possible to verify that most of the statements are neutral in relation to the context of remote teaching mediated by portfolios. They do not have a composition construction with situated characteristics for the portfolio-mediated emergency education sub modality. It is concluded that the discursive interaction that is explored in the utterances is basic limited and there is practically no opening for demarcating the space of the ideological subject, who carries marks of society, culture, the historical scenario and that is constituted in the alteritarian context of relationships.