Ressignificando sentidos de leitura no ensino-aprendizagem das diferentes áreas do ensino médio.

Abstract

This research aimed to create critical-collaborative contexts to discuss the meanings and meanings attributed to reading by a group of teachers from different areas. It was based on the Socio-Historical-Cultural Activity Theory. The study is inserted in the field of Applied Linguistics, having as methodology the Critical Collaboration Research (PCCol). The procedures used for the collection and production of data were initial semistructured interviews, class video recordings and collective reflexive sessions. The data produced were analyzed in their enunciative, discursive and linguistic aspects. The results revealed that the relations established between the participants allowed the teachers to re-signification regarding reading practices and the student and teacher roles, as well as the transformation in their ways of acting.