Reading and critical pedagogy in language teaching: the articulation with the process formation of the reader

Abstract

This paper discusses the relations betweem reading strategies and the critical actions of the pedagogy, directed to the purposes used, in the foreign language teaching, observing the reader formation. For this objective, we use some authors such as: Bordini and Aguiar (1988), Freire (2003), Kuenzer (2002), Kleiman (2004) and Eco (2000), in reading questions, and Fairclough (1992), Wallace (1996, 2003), Meurer (2000), Brahim (2007), Busnardo e Braga (2001), whose contributions, in the universe of the critical pedagogy in the language teaching, have became very important to the teaching-learning of the reading in English Language. This way, we contribute with the discussions related to the foreign language teaching, showing the necessity of a space constitution to the language text thinking, which is so necessary in the process of readers formation, provided with critical capacity in English Language (EL).