Leitura e livro didático: o que dizem os professores

Abstract

This work is about the reading, understood as a phenomenon of social interaction. Therefore, we will present some reflections about the influence that the Portuguese Language Textbooks exerts on the formation of the student reader, from classroom observations and a questionnaire with five Portuguese language teachers from high school. As theoretical support, we will have authors like Lajolo (2008); Zilberman & Lajolo 1996); Sousa (2008, 2010), Kleiman (1989), National Curriculum Guidelines for High School (OCNEM, 2006) and with the guidelines of the National Curriculum Parameters of High School (PCN's) Portuguese Language - and PCN’s+ (2002). In this work we analyze the concept of reading adopted by the teacher; we will establish a link between the teacher's speech about the work of reading in the LD, articulating his conception of reading and what is being proposed by official documents. So we can say that there are points to be reflected and redirected to the classroom to achieve concrete results in the formation of student readers, transforming the practices of reading into something more meaningful and they actually contribute to the formation of the student-reader.