Leitura crítica: origens conceituais e sugestões de atividades didáticas para aulas de língua inglesa

Abstract

Critical reading skills do not develop by themselves as individuals grow old, they must be taught since the first years at school. This paper was developed with the objective of rescuing the origins of critical reading, depicted in the texts of the seventh chapter of Developing Comprehension - Including Critical Reading - a compilation by Mildred A. Dawson published in 1968 -, and to present a workbook to work with critical reading in lessons of English language for children, teenagers and adults. The relevance of this recovery is in the fact of, although the critical reading concept has evolved, according to Coradim’s (2008) and D’Almas’ (2011) definitions, the basis and didactic suggestions brought by the cited book are still applicable to many contexts of reading lessons. The activities, developed from the ways for reading critically extracted from the mentioned chapter are suggestions and can be adapted to be used in other languages. They were tested by three teachers, who provided feedback to promote the necessary adjustments. It is expected that the teacher who is interested in developing critical reading with their students finds in this material a support, a starting point for a work that can and must be extended, complemented and continued.