Vol. 34 No. 3 (2021): Teaching reading from different perspectives

Guest editors:
Isabel Cristina Michelan de Azevedo (UFS, Brazil)
Alberto Roiphe (UNIRIO, Brazil)

Editor-in-Chief:
Paulo Roberto Gonçalves-Segundo (USP, Brazil)

Published: 2021-12-09

Full Issue

PDF (Portuguese)

Editorial

Teaching reading from different perspectives

Isabel Cristina Michelan de Azevedo, Alberto Roiphe, Paulo Roberto Gonçalves-Segundo

1-4

Articles

Reading Practices in Portuguese Language from BNCC: what are they based on and how to proceed inside the classroom?

Maria Aparecida Garcia Lopes Rossi

5-26
- PDF (Portuguese)
- XML (Portuguese)
Relationships between metacognitive reading strategies and school performance: possibilities for teaching reading

Maria Clara Maciel de Araújo Ribeiro, Thiago Loyola Franco, Anne Caroline Lima Campos

27-44
- PDF (Portuguese)
- XML (Portuguese)
Reading comprehension levels in a Portuguese Language textbook: an analysis of reading questions

Raíssa Martins Brito, Maria Angélica Freire de Carvalho

45-64
- PDF (Portuguese)
- XML (Portuguese)
From subjective reading to rigorous reading: a way to approach reading in Basic Education

Bruna Francinett Barroso Faustino, Sulemi Fabiano Campos

65-81
- PDF (Portuguese)
- XML (Portuguese)
Reading habits, confinement and class relations: reading form in contemporary Brazil

Raquel Cristina de Souza e Souza, Luiz Felipe Andrade Silva

82-107
- PDF (Portuguese)
- XML (Portuguese)
Argumentative reading in school: teaching proposals based on the interactional perspective of argumentation

Isabel Cristina Michelan de Azevedo, Louriane Ribeiro Reis, Nadija Santos Monte

108-131
- PDF (Portuguese)
- XML (Portuguese)
Discursive capacities development and citizenship in PIBID

Ana Cecilia Teixeira Gonçalves, Jeize de Fátima Batista, Demétrio Alves Paz

132-146
- PDF (Portuguese)
- XML (Portuguese)
Music videos in high school and the challenge of integrating semiotic modes

Flávia Azambuja, Clara Dornelles, Taíse Simioni

147-162
- PDF (Portuguese)
- XML (Portuguese)
Four acts to read and to perform: the theatrical work on the perspective of (multi)literacies teaching

Larissa Minuesa Pontes Marega, Everton Luis Paulino Vinha, Zilda Gaspar de Oliveira Aquino

163-185
- PDF (Portuguese)
- XML (Portuguese)
The images of João Grilo in his argumentative struggle through the paths of Sertão: a teaching-learning proposition based on a rhetorical-interactionist approach of Auto da Compadecida

Camila Alderete Capitani

186-207
- PDF (Portuguese)
- XML (Portuguese)

Relatos

The reading journal: subjectivity in the classroom

Sheila Oliveira Lima, Patrícia Cardoso Batista, Tatiele Jesus Faria

208-225
- PDF (Portuguese)
- XML (Portuguese)

Vol. 34 No. 3 (2021): Teaching reading from different perspectives

Full Issue

Editorial

Teaching reading from different perspectives

Articles

Reading Practices in Portuguese Language from BNCC: what are they based on and how to proceed inside the classroom?

Relationships between metacognitive reading strategies and school performance: possibilities for teaching reading

Reading comprehension levels in a Portuguese Language textbook: an analysis of reading questions

From subjective reading to rigorous reading: a way to approach reading in Basic Education

Reading habits, confinement and class relations: reading form in contemporary Brazil

Argumentative reading in school: teaching proposals based on the interactional perspective of argumentation

Discursive capacities development and citizenship in PIBID

Music videos in high school and the challenge of integrating semiotic modes

Four acts to read and to perform: the theatrical work on the perspective of (multi)literacies teaching

The images of João Grilo in his argumentative struggle through the paths of Sertão: a teaching-learning proposition based on a rhetorical-interactionist approach of Auto da Compadecida

Relatos

The reading journal: subjectivity in the classroom

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