THE READING PROCESS THROUGH GENRES: A LOOK AT THE DIDATIC TRANSPOSITION IN TEXTBOOKS

The teaching of English as an additional Language (EFL) is still seen as an inefficient process in different contexts of regular education in Brazil. According to the PCN (1998), this fact is due to several factors that undermine the development of teaching and learning of a foreign language. Among these factors, we highlight the great importance of the choice of the textbook, since it is a significant speech genre for both teachers and students. Given the focus on reading proposed by the PCN and the development of the critical language awareness, by the OCEM (2006), a growing number of class books, according to their authors, propose the reading activities in accordance with such documents. Furthermore, in an attempt to fulfill the current paradigms of the teaching of reading, these books seem to have invoked the concept of speech/textual genres (ROJO, 2008) to improve the teaching of EFL and try to overcome the problem of linguistic education in Brazil. Thinking about this scenario, this paper aims to discuss the process of didactic transposition of genres in two activities of reading in the book Prime (2009), noting how this transposition was made and whether such activities really encourage students' social engagement into reflexive and critical practices.