Leitura no ensino médio: uma análise das práticas de leitura em língua inglesa

Abstract

This research on reading and literacy in English investigates the English reading practices of students in the last year of high school. The National Common Curricular Base (2018) guides the development of literacy through technological resources and different text supports, prioritizing critical literacy and digital inclusion. Learning English develops language skills such as reading, writing, listening and speaking, and essential 21st century competencies, including effective communication, intercultural understanding, critical thinking and the use of digital technologies. These skills and competencies prepare students for active participation in a globalized society, enabling them to interact in an informed and responsible manner. In this dimension, this research starts from the following question: What English reading practices are developed and applied by high school students? The objective is to analyze the English reading practices developed and applied by 12th-grade public high school students to reflect on how schools can plan teaching methodologies that contribute to the promotion of reading in English. To achieve this objective, the research aims to: (i) analyze the concept of literacy and reading in English, discussing its pedagogical and practical implications in the educational context, with the purpose of identifying strategies that favor the development of reading skills and the critical engagement of students; (ii) understand the theoretical-conceptual basis on reading as a pillar of the social function: wisdom, empowerment and education; (iii) identify reading strategies used by students. The study is based on theorists such as Aguiar (2007), Brito (2010), Cortez et. al. (2020), Freire (1996), Sousa (2016), Bräkling (2004), Bajard (1992), Leffa (1996), Silva (1999), Garcez (2000), among others and the BNCC. This research is relevant because working on reading skills while teaching the English language in the educational context of public schools involves considering the interactive participation of students in classroom activities that can be adapted to the reality of each learner, as well as considering their literacy levels, seeking to expand them through reading. Data analysis was conducted using an approach that combines quantitative and qualitative methods in a complementary manner. The research results in an improvement in the reading and comprehension of texts in English, thus enabling effective learning and expanding students’ knowledge, especially in the current times, when language is understood as an expression of culture.