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 Medio (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.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Revista Ibero-Americana de Humanidades, Ciências e Educação
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
