Para além das palavras, eu e o texto. O treino estratégico da metacompreensão da leitura no marco da pedagogia para a autonomia.

This report refers to the training period carried out in the scope of the Master in the Teaching of English and Spanish in the 3rd Cycle of Basic Education and in Secondary Education. Guided by an action-research methodology, it reflects the design and implementation of an Intervention Project, designed from the specific needs of a target group and considering the guidelines of the national and international guiding documents in the areas of Teaching and Learning. Reading comprehension was set up as a priority area in order to supply the diagnosed difficulties and needs of the target group. The project was designed in a transdisciplinary perspective and took into account the communicative and procedural approaches to the teaching and learning of foreign languages. Although reading is a commonplace activity in all areas of students' lives, they reveal little motivation for it, underestimating its value for the development of their communicative competence in relation to foreign language learning. Thus, this intervention sought to promote an understanding of reading as an interactive and transactional process, emphasizing the relationship established between text and reader in the comprehension process. The strategic training in metacognitive strategies aimed at fostering a sense of accountability of the students / readers for the planning, self-regulation and self-assessment of their reading comprehension process. It was based on the awareness of the underlying subprocesses and strategies that can assist them in improving this activity, highlighting their active role in the decisions they make, in order to become autonomous students/readers. The results suggest that training in metacognitive strategies contributed to the development of the students’ metacognitive awareness and knowledge, leading them to take on the comprehension of the text in a procedural perspective, as an activity that can be controlled and improved, and finally, as a component in the development of their communicative competence in a foreign linguagem.