Reading to writing: from textual comprehension to social (inter)action

In this research, we aim to analyze how inference can contribute to the written production required in the task, as a sociocognitive and sociointeractional skill activated in the reading of the motivating text of task 3 of the Celpe-Bras Exam (2022). In the theoretical scope, we conceive, in light of Text Linguistics, that reading and writing encompass grapho-phonemic, semantic-cognitive, and pragmatic-discursive domains; and we envision inference between the dimensions of comprehension and (inter)action. In the methodological scope, we chose the text as an ideologically affected research object, under the gui- dance of a qualitative and critical approach; and we established the following inclusion criteria for task selection: the most recent exam; a written motivating text; and a predominance of implicit information in the motivating text. In the analytical scope, we observed that the statement framed the examinees in a possible sociocultural scenario; and that the text (headline, image and body of the text) allowed for associating the inclusion of indigenous dolls in the catalog with representation, identification, cultural appreciation, deconstruction of stere- otypes, historical reparations, affection, courage, art, history, prejudice combat, positive company image, originality, and exclusivity. We conclude that reading and writing, under a sociointeractional and sociocognitive approach, integrate due to the constant exchange between the social roles of the interactants and the meanings built in the sharing of linguistic, encyclopedic, and interactional knowledge in socio/intercultural co(n)textually situated practices. Finally, we emphasize that Brazilian Portuguese as an Additional Language classes should increasingly focus on pe- dagogical practices that center on language use, thus envisioning reading and writing in an integrated way.