VILLADA-CASTRO, Carolina. The Reading Project in the FFL Class: An Interdiscursive Approach. []. , 58, pp.155-170.   27--2024. ISSN 0123-4870.  https://doi.org/10.17227/folios.58-15928.

This reflection article analyzes the importance and relevance of implementing a reading project in the FFL class for adults, within the framework of university studies. Based on my experience as FFL teacher, I propose an interdiscursive analysis of reading, including the action-oriented approach, the task-based learning approach, the literary and semiological approach, as well as project-based pedagogy. I consider this approach specific, since it shows the multiple advantages of the reading project in the FFL class: on one side, the development of students' argumentative, critical and creative abilities; and, on the other hand, the discovery of textual plurality and polyphony, as well as the recognition of otherness. Finally, this study will lead us to affirm that reading is a didactic strategy, which promotes, at the same time, communicative, intercultural, multilingual, and multicultural skills.

: action-oriented approach; task-based learning approach; literary and semiological approach; project-based pedagogy; reading project.

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