Abstract
The summary genre is considered an important tool for the retextualization process. Students are the protagonists when building their knowledge and learning, the functioning of texts in favor of development of metacognitive processes to ensure autonomous and permanent learning. The objective of this work is based on research that uses interpretative procedures of a qualitative nature on the teaching–learning process. The methodology involved 17 students in the eleventh grade of a public school in north Portugal and the textual and discursive strategies used by these students within a perspective of autonomy of the summary genre, aiming at observing the relationship with language learning. The analysis presented judgment difficulties regarding the essential and secondary ideas of the source text used. It was observed that 62% of the students presented an unsatisfactory level of appropriation of the source text and only 32% had a satisfactory level of reading comprehension
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