Práticas de leitura no livro didático Português: linguagens: uma análise das atividades a partir do guia de livro didático do PNLD

Abstract

Abstract: A major task of the school is to teach students to read and write. Reading is of most importance for various social practices, and this should be worked in different subjects at school, not only in Portuguese Language classes, according to the National Curricular Parameters (PCN 1998). One of the instruments that help in this task is the textbook which, in Brazil, is freely distributed to students in public schools by the National Textbook Program (PNLD). This program evaluates collections of books that can be chosen by teachers in schools, according to previously established criteria in the Textbook Guide (GLD) of the Ministry of Education (MEC). The present study aims to investigate if the reading activities present in a specific textbook approved by PNLD conform with what the GLD proposes as appropriate. For this, a bibliographic research contemplating authors such as Antunes (2003), Colomer and Camps (2002), Koch and Elias (2006) and Solé (1998) will be taken, and documentary research with analysis of GLD 2014 and analysis of the activities of the book Português: Linguagens, by Cereja and Magalhães, elementary school II, 8th grade.