Leitura em língua inglesa no ensino médio: um estudo sobre textos literários em livros didáticos

Abstract

This research aims to investigate how the textbook enables English language education in high school through literature. Therefore, a qualitative and quantitative bibliographic research was carried out in order to identify and analyze the literary reading proposals present in the collections approved by the National Textbook Program 2018. From the considerations of Bakhtin (2014), Kress (2001, 2006), Candido (2004), Cosson (2007), Ferraz (2015, 2018), Duboc (2011, 2015, 2019) and The New London Group (1996) as a theoretical and methodological basis because they are theories that allow us to analyze language as a social phenomenon and to reflect on literary texts in English as possibilities of meaning making. We also refer to official federal and Espirito Santo state documents to understand reading and teaching proposals. The results point out to a significant increase in the use of literary texts as a possibility for language education in English, although there are still many texts present in textbooks that constitute as a pretext for purposes other than literary reading