O ensino de leitura em aulas de inglês no ensino médio

Abstract

Taking into account the importance of reading in the teaching of English, we believe that it can contribute to make students acquire vocabulary and expand world knowledge of different themes and issues and that it is the role of the school to provide students with mechanisms and instruments to consruct knowledge. Therefore, the main aim of this Concluding Paper, carried out by means of a qualitative- interpretative research (BORTONI-RICARDO, 2008), was to investigate how reading of verbal and visual-verbal texts is approached in the English classroom in the perspective of reading and critical reading (MOTTA, 2008, BRITO 2010), reading of English (SOLÉ, 1998, LEFFA, 1999, DENARDI, 2003), reading strategies ( SOLÉ, 1998, DENARDI, 2001) an language capacities (ABREU-TARDELLI, 2007, CRISTOVÃO- STUTZ, 2011) in a group of students of the 2nd year of Ensino Médio of a state public school in a Southwestern Paraná. To achieve the objective of the research, data were collected by means of audio and video recordings of four English classes and semi- structured interviews with the teacher and some students. Classes were transcribed to investigate how reading classes were carried out, as well as whether the teacher used reading strategies. The analysis of transcriptions and the answers of participants‟ interviews were interpreted according to thematic content of selected excerpts and based on the theoretical assumptions and on the already listed authors‟ studies, among others. Results point to the fact that reading comprehension is worked by means of translation of texts from English to Portuguese in which words, expressions or even a whole clause is orally translated by the teacher. Also, the use of bilingual English –Portuguese dictionary is used by the students. In relation to language capacities, only action capacities are worked, however partially because it was focused just in the thematic content of the studied texts during the four observed classes.