Propiciamentos rumo à agentividade na leitura em língua adicional: o que cabe ao professor e à escola na preparação para os exames de admissão ao Ensino Superior

Abstract

Reading problems in educational contexts have been in the forum of discussion for a long time; however, new social configurations require approaches that may afford learning opportunities and the co-construction of knowledge. The ubiquity of information and communication technologies (ICT) and the actual model of college entrance examinations require a new understanding of the issue in the light of multiliteracies. In this qualitative research, I examine the teaching-learning of reading in English as an additional language by case studying a High School class. My purpose is to maximize the mediation between teachers and learners, by means of Post-method practices geared toward affordances. Specifically, I drew on the existing literature on agency, genres and multiliteracies and formed an interdisciplinary framework to guide my understandings. I found support in both classical theorists in the field of language and learning, such as Bakhtin and Vygotsky, as well as in texts from other (IN)disciplinary fields (Moita Lopes, 2006), such Sociolinguistics, Cognitive Linguistics, and the ecological approach. Such interdisciplinary thrust allows me to classify this thesis as an Applied Linguistics effort. My analytical and interpretive journey has been designed by means of narratives of the development of my ideas and the stages I went through during the process, as a participant observer. I also took into account the voices of teachers and learners who interacted with me. To do such, I drew on interviews, questionnaires and field notes. Furthermore, I use an ethnographic prose, with autobiographical narratives in first person. Among other understandings, I emphasize the need to anticipate the teaching-learning of reading practices geared toward college entrance exams. I close advancing possible curriculum changes in the teaching-learning of reading in English as an additional language at the High School level