Perspectivas metodológicas sobre a hibridização genérica como meio de aproximação à leitura em E/LE

Abstract

In this article, issues related to genre hybridization as a means of approach to reading in Spanish as a Foreign Language (S/FL) will be discussed. The studies accomplished by Vigotsky (2001), Marcuschi (2008), Genette (2010), Adam and Heideman (2011), Sánchez Miguel, García Pérez and Rosales Pardo (2012) and Lazarini (2013) will support this proposal. The textual-discursive genres chosen were part of the students’ background knowledge, as well as other genres which were previously presented or not, but easily recognized, since they are easily found in their mother tongue. The idea was exposing students to genres of easy recognition in a first moment, the ones in the manual itself, and later exposing them to more complex or elaborated genres. The proposed activity refers to hybridization of the advertisement-letter-comics type using a single text. It is important to clarify that, when it comes to the letter, there are their genre markers, and when it comes to comics, this one appears in its totality, serving as a support to the advertisement, which is its main target due to the maintenance of its communicative purpose. Regarding the use of reading strategies, it was possible to verify that the text enabled students to activate a wide range of strategies, those which acted towards a comprehension of the local components, the ones that acted to the comprehension of global components, the use of prediction of inferences and a high capacity of appreciation and reply with relation to the text. It was possible to observe that the proposed approach can be more dynamic and entail the development of deep, critical and reflexive levels.