Priorização de habilidades do RECAL e o ensino da compreensão de leitura em língua inglesa a partir dos roteiros de estudos da plataforma Escola Web

Abstract

This article sets out to analyze four Roadmaps recommended by the government of Alagoas and published on its official Escola Web platform, mostly used in the COVID-19 pandemic as support for teachers in order to guarantee students learning in the public school system. This analysis was carried out based on the provisions of the curriculam advisors BNCC (BRASIL, 2018), ReCAL (ALAGOAS, 2019) and Guidelines for Prioritizing the Skills of the Alagoas Curriculum Framework (ALAGOAS, 2020), in dialogue with the theoretical concepts of reading, text, reading strategies and critical reading discussed by Koch (2008), Solé (1998), Miquelante (2002), Figueiredo (2003b) and Schlatter (2009). Finally, it was concluded that the Roadmaps, in general, respect the methodological orientation that guides the practice of reading, tend to focus on the student's reflection on their own reality, based on the proposed theme in the reading, and point to a critical linguistic pedagogy, as proposed both in BNCC and ReCAL.