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The acknowledgement that texts are materialized in genres encourages a perspective of a language study which does not separate it from this subject – either for the study or for the teaching in its multiple particularities. In this work, we present a reflection about educated and non-educated reading practices from the relationship between the photograph (imagery text) and the following comments. The data analysis highlights that the comprehension strategies that are frequently stimulated by the readers are based on superficial evidences. Besides, the few manifestations of strategies that mobilize other evidences – not always visible – lead to the necessity of a resizing in the way tests are read considering the multimodality, for instance.

Estudando textos em redes sociais: Do ensino de leitura à utilização de materiais didáticos