Leitura em língua inglesa: uma análise das propostas de livros didáticos para o Ensino Fundamental II

• Autor(a) principal: Silva, Ana Paula da Silva
• Data de Publicação: 2015
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/29185
• topic: CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUAS ESTRANGEIRAS MODERNAS; Leitura; Livro didático; Ensino-aprendizagem de LE; Ensino Fundamental II; Reading; Coursebooks; English as a foreign language; Middle school

This study aims at discussing the teaching of reading in two coursebooks of English language designed for students attending middle school, at establishing relations between the learning of reading in mother tongue and in English language and at demonstrating the emancipating potential which the development of reading skills in English language may have in the lives of Brazilian public schools students. The main objectives of this work are to identify which elements constitute the reading proposals of the books in analysis, search for the materialization of such proposal in the selected reading activities and to reflect on the representation of the coursebooks authors’ options in Brazilian educational context. The research was conducted by taking into account: (a) the discussion on the importance of coursebooks in English language classes in Brazilian context; (b) the guidelines of the National Curriculum Parameters concerning the teaching and learning of reading in English language, (c) the deficiencies of the reading process in mother tongue as the key to understand and transform the ineffective teaching of reading in foreign languages in Brazilian public schools. The theoretical underpinnings for this study are: (a) the social conception of language (Bakhtin; Voloshinov, 1926/1976); (b) the aspects related to the development of reading skills (Leffa, 1926); (c) the conceptualization of literacy and its implications (Soares, 2004; Rojo, 2009); (d) the criteria for the analysis of coursebooks (Ramos, 2009)