Leitura no mundo e na escola: uma experiência de aproximação

Abstract

The way people read has been changing according to the demands of the world they live. We live in a reality in which individuals "like", "share" and "follow" daily. Therefore, school needs to follow these demands, because it is the State's main literacy agency (KLEIMAN, 2005), but there is a disparity between reading in the real world and how it is addressed in school. Thus, this study presents some theoretical conceptions and models of reading as well as some discussions and recommendations regarding the teaching of reading, critical literacy and multimodal. This study aims to report a teaching reading experience which was supposed to be critical and multimodal. To do so, it presents a piece of qualitative and interpretive research whose corpus consists in two lesson plans, slides and three reflective reports. The experience has occurred in the context of PIBID Letras-Inglês subproject, where didactic actions seek to respond to real world's demands. The analysis observed: i) the reading conceptions adopted; ii) indications of teacher's discursive and desconstructivist attitudes; iii) the didactic approach of multimodality and iv) indications of critical reading practices. The analysis shows that, despite some points that could be improved, the teaching reading experience fulfilled its objective.