Propostas de leitura no livro didático de língua portuguesa do 6°ano do ensino fundamental

Abstract

In the educational field, there is a need to analyze the teaching tools used in teaching Portuguese, considering that teachers use these tools to develop their educational practices. Therefore, the understanding is that the textbook is an indispensable resource in the teaching-learning process of reading, the focus of this research. Thus, researching this topic, highlighting the reading proposals included in textbooks, as well as reflecting on the role of teachers in the face of these proposals, requires that educators have the elements to carry out satisfactory guidance for the formation of a literate society, considering that reading should be part of everyone's daily lives. This research has the general objective of analyzing the reading proposals presented in textbooks for sixth-grade students, in the initial years of Elementary School, in the Portuguese Language curricular component, in two textbooks indicated by the PNLD (2024-2027). The specific objectives consist of classifying textual genres, describing reading activities and reflecting on the teaching of reading in the Portuguese language discipline. To this end, a bibliographic/documentary and descriptive research was developed with a qualitative approach, considering that it will analyze the textbook in light of bibliographic references. As a theoretical basis, it uses the contributions of authors such as: Marcuschi (2010), Silva (2009), Martins (1994), among others who discuss this topic. The results indicate that the activities proposed in the textbooks follow the guidelines of the educational practice regulations described in the PCN and BNCC, as well as the development of skills and abilities in the area of reading so that students acquire the knowledge for the effective application of reading and writing with clarity, autonomy and objectivity in their communicative situations. Therefore, the research concluded that the books studied meet the requirements of activities that stimulate the practice of reading, promoting reflections on the elements that make up the textual genres, appropriate language and use in communicative processes in their social context