COMPREENSÃO ESCRITA EM LÍNGUA INGLESA: USO DE ESTRATÉGIAS DA PEDAGOGIA DE GÊNEROS

https://doi.org/10.29327/211653.6.5-4

Abstract

The teaching of English in Brazilian basic education involves various aspects of learning additional languages, of which we highlight the educational one. It means that the education of citizens who are open to intercultural dialogue (BRASIL, 2006, p. 96) shall be encouraged so that students have access to the cultural goods produced and consumed in the target language. In order to do that, approaches that take into consideration the wide range of sociocultural aspects underlying the learning of additional languages are needed. In this sense, based on the theoretical framework developed in the Systemic Functional Linguistics (HALLIDAY; MATTHIESSEN, 2014), specifically in the Reading to Learn Program (ROSE; MARTIN, 2012), we analyze a set of questions from the 2017 edition of the Exame Nacional do Ensino Médio (ENEM), a Brazilian assessment exam. From this analysis, we propose reading comprehension pedagogic procedures. These results are partial since they are part of a doctoral thesis project, which is in its initial stage.