O letramento e o livro didático Take Over: análise das seções de leitura.

Abstract

OCEM (in English: Curriculum Guidelines for High School) is a Brazilian official document directed to pedagogical practices in high school. This suggests that, in foreign language (FL) classes, reading, writing and oral communication should be developed through the perspectives of new forms of language and literacy. However, during the teacher training period it was perceived that the reading skill is more used than the other skills, due to a lot of factors, and this is the reason why reading was chosen to be investigated in this research. Another issue observed during the teacher training period was that the textbook is probably the main source used in English classes, and, concerning to public schools, they may be the only source teachers have for planning their lessons. Therefore, a textbook that comprises its texts and activities in a literacy perspective seems to present a high level of contribution so that these new forms of teaching can be addressed in English classes. Thus, considering reading as the most used skill in the Brazilian setting of English language teaching, and the textbook as the strongest tool in English classes, the main objective of this study is to analyse the reading sections (called in power, in action and further action) of the textbook Take Over in order to verify whether they dialogue with the proposals of literacies suggested by OCEM or not. To do so, authors such as Monteiro (2003), Koch and Elias (2011), Mattos (2011), Kleiman (2012), Tilio (2012), among others were used to support the theoretical background. This research is considered qualitative, because it is a detailed research of the content of the sections, and documentary, since the analysis parameter is the official document. The results showed that the themes of the texts and the section entitled further action dialogue with the proposals presented by OCEM. Key