O livro didático de língua inglesa: concepções de multiletramentos e leitura.

Abstract

The changes brought about by Information and Communication Technologies (ICTs), and the growing multiplicity of ways of constructing meaning have an impact on the social use of reading. In this scenario, multiliteracies contribute to the reading process and to English language teaching (ELT). The assumptions of this pedagogy are included in the current guiding document, the National Common Curricular Base (NCCB) (BRASIL, 2018), which guides teaching and learning issues, and also guides the production of textbooks (Tbs) in English, which are later used by all Brazilian public schools. Therefore, this research aims to analyze whether the reading activities of two English language textbooks from the 6th grade of the Final Years of Elementary School contribute to multiliteracies practices and whether they include literacy practices for citizenship and for social and community life in teaching ELT. This research, with a qualitative interpretive approach (DENZIN; LINCOLN, 2006), was based on the teaching of LI from the perspective of the post-method (KUMARAVADIVELU, 2003,2006). As a theoretical construct, this research was based on Applied Linguistics studies (MOITA LOPES, 2006; 2010, ROJO, 2013, MILLER, 2013), on literacy studies (STREET, [1995] 2014; KLEIMAN, 2016; GEE, 2015; LEMKE, 2010) and multiliteracies (COPE; KALANTZIS, 2000, 2009; KALANTZIS, COPE, PINHEIRO, 2020; LUKE; GEE; KRESS, 2010) and some concepts of Bakhtin’s dialogic conception of language ([1952] 2016). The Tbs that make up the corpus of this research were selected through the analysis of official documents, having as filter the most adopted Tbs in the city of Curitiba, capital of the state of Paraná. The most chosen books were selected, and the analysis was conducted from sections that offer reading comprehension activities. The results obtained show that both books meet the perspective of discourse genres, proposed for the 6th grade, at NCCB (BRASIL, 2018). As for the development of multiliteracies practices, the book Way to English, in general, responds to the aspects of multiculturality and multimodality, however, the book English and more, in general, deepens on multicultural issues, and partially addresses aspects of multimodality.