Leitura de tirinhas e estratégias metacognitivas: uma análise nas atividades em livros didáticos de inglês

Abstract

This work aims to reflect how reading activities of comic strips present in English textbooks act on the development of  reading skills of students through the use of metacognitive strategies, i.e., increasing the awareness of the reader processing. At the moment we read a text, we use both cognitive strategies (unconscious) and metacognitive, these latter, mainly when we face difficulties in reading and we resolve to search for ways that might improve our reading performance. To compose this text we  used as theoretical contribution: Goodman (1976), Carrell (1983), Bonnie; Echols; Brown (1983), Smith (2004), Kleiman (2008a, 2008b), Ramos (2013), among others. The corpus consists of three comic strips and their reading activities extracted from the English textbook collection of public high schools: Take over (SANTOS, 2010).As conclusions of this study, we reflect the activities analyzed presented directions that would enable the use of strategies such as the purpose of reading, the activation of prior knowledge and predictions. Besides, we evidence that Take over collection has not focused on linguistic and structural reinforcement of content; in fact, it has privileged the role of social and interactive reading.