Ensino de leitura em língua inglesa em perspectiva dialógica

Abstract

This work aims to analyze statements of a reading activity in English Language (EL) that is part of a portfolio used for remote teaching of a 2nd year high school class at a Public State School. For this, we observed how the statements can interfere in the students’ undertanding and we verified the presence of factors that facilitate the discursive interaction. Therefore, it is based on the on the theoretical assumptions of the Dialogical Discourse Analysis of the Bakhtin Circle (2000 [1992]); Santos (2013); Volóchinov (2018); Xavier (2020), beyond the Lino de Araújo (2017) when dealing with statements of school activities and tasks. Methodologically, this research is classified as documental and has a qualitative and interpretive approach. The results show that the statements of some analized tasks present vagueness that may reflect on the students’ understanding. In general, the reading activity is aimed to text understandind and lexicon learning, however the activity presents factors that can contribute to the reading teaching on the discussive interaction perspective. This finding leads to reflect about the possible enlargement of the activity, aiming to promote a dialogic reading teach of EL.