Português

leitura, produção de texto e linguagem.

Abstract

In Brazil, as in several regions of the world, the concern for the development of the reading ability is the object of several studies, which, over time, has led several scholars to carry out investigations in the area of teaching and learning in reading. Several methods and models aimed at improvement have been brought to light, sometimes simpler and more instrumental KLEIMAN (2001; 2004) such as the behaviour perspectives of reading, sometimes more complex and non-instrumental, such as the psycholinguistic and sociocultural perspectives LEÓN (1991); SOLÉ (1998) CONDE (2002); CASSANY (2006); CASSANY and ALIAGA (2010). In Brazilian schools, the most used resource for reading is the textbook, which in many cases is the only way that students have to get in touch with the different school alphabetizations, therefore, it is important to observe how these perspectives are used in the didactic materials (ABREU-SILVA, 2018). Thus, based on bibliographical and documentary research, an overview of the main reading perspectives presents in the collection gathered in this article was elaborated, seeking to show how each one of them is present in the manual for basic education. Through clippings of reading activities from the collection “Se liga na língua: Leitura, produção de texto e linguagem” approved by the PNLD 2021, this work seeks to demonstrate how each perspective is explored for the development of the reading capacity, after observing the activities, it is hoped to collaborate so that teachers become aware of what they are and how they explore the perspectives of reading present in the books used in their classes. Finally, it seems that the analysed manuals develop their activities based on the rich mix between the concepts and allow the teachers to explore different knowledge in their classes, from the most elementary ones to the critical reflections elaborated by the student readers.