Reading, oral and written comprehension in English literature at an English teacher´ s graduation course: a social discursive practice with flash fiction story

Abstract

The present article presents the results of the scientific initiation research from the project "Discursive social practices in English language classes: readers and producers of oral genres and present summaries". This project aims to investigate and analyze the use of discursive genres by students of the Literature, English Language and Literature Course, of Universidade do Estado da Bahia, campus II, Alagoinhas, to understand and develop linguistic skills and an intercultural competence with students. It was highlighted the scientific interest of a relation of learning with the reading, the understanding of senses and the production of genres that are not dominant or used insufficiently. The methodological perspective is qualitative collaborative, the studies evolve with dialogues on the meanings of the texts in the formation of the English teacher, as the mediation of texts as speeches during English classes with the vision, understanding and production of flash fiction in English language. In this way, the dialogue with the students participating in the research was a device that led us to design answers to research questions: How can reading and understanding flash fiction in the English language the development of intercultural competence? How is the production of flash fiction in the English language a mediating factor for discursive social practices? The research was inspired by scholars who base the understanding of the phenomena inherent to our research object, considering the following theoretical categories: oral and written textual genres, reading, comprehension and textual production, flash fiction, social discursive practice and intercultural competence, theoretical formulations developed by scholars, such as: Bakhtin (2003), Busnardo (2010), Casto (2002), Dourado; Poshar (2010), Ibiapina (2008), Mendes (2010), Moisés (2012), Piglia (2004), Schneuwly e Dolz (2010), Siqueira (2008), Spalding (2008).