O uso das estratégias de leitura em língua inglesa no ensino médio da escola pública

Abstract

The objective of this study is to analyze the contribution of the reading strategies teaching in the English language classes as an alternative which may allow a better performance during the teaching and learning process. This study also reveals the factors facilitating and complicating the reading of High School students in texts taken from ENEM. The theoretical background is based on studies of Farrell (2003); Holden (2009); Holden & Rogers (2002); Oxford (1990, it fundamentally deals with the importance of the use of reading strategies).The PCN LE theorical input has also substantiated this study, conducted about the use of reading strategies and the guidelines of the PCN LE (1998), that recommends and guides teachers to, in high school, work with the following skills: reading, oral production and written practice. They also suggest that such skills should be developed considering the social local reality of the group. If the school and the group are college-entrance-exam oriented, texts that allow interaction with labor and social world should be used. The intention is to allow, from results obtained from data analysis, a contribution to students and education professionals to promote the reflective practice about the actions in using new methodologies and reading strategies to get a better English written text comprehension and understanding and that the students can use the knowledge in their process of formation of critical and autonomous individuals in the globalized world