O ensino de leitura em língua inglesa sob a ótica dos gêneros, multiletramentos e da multimodalidade : do livro didático à prática de professores da escola pública

Abstract

Considering that multimodality is present in all texts that circulate socially, it becomes elementary to observe how the potentials of meaning can be worked in the process of teaching and learning. It is possible to notice that, in recent years, the possibilities of modifying English language teaching at schools in more meaningful practices to students have increased considerably, due to some factors, among them, the implementation of the additional languages Textbooks Program at public schools and the increase access to the internet and digital devices. Therefore, this research aims, from the considerations of Multiliteracies and the multimodal approach, to investigate the teaching of English language reading as an additional language at two public High Schools in the city of Nova Venécia-ES, based on the analysis of the texts arranged in the textbooks and its reflections on teachers’ speech and practices in classroom during reading classes. In order to do so, we based on the notion of textual genre as postulated by Bakhtin (2011 and 2014), having as principle the language teaching based on the text (ANTUNES, 2007). Thus, we grounded the work on the contributions of Kress (2010a, 2010b), Cope and Kalatanzis (2006) and Rojo (2009) to observe the semiotic landscape of texts, more specifically texts materialized in textbooks. From the theoretical and methodological postulations of Multiliteracies (New London Group, 1996) based on the appreciation of textbooks, in the analysis of teachers’ speech during the interview and in the observation of reading classes, using the methodology of participant research in a qualitative approach, the results point to a conception of language teaching as a social practice, although there is still difficulty in didactic transposition of these perspectives for the teaching context. We also note the need to take a deeper look at a didactic approach to the Transformed Practice, since it was the Multiliteracies methodological proposition which manifestation was less detailed and explored in classroom and this proposition is the one that enables an engagement in the re-creation of the potential meanings produced in the meaning making process and it will support in the development of an agent citizen and designer of meaning.