Entre o leitor ideal e o leitor real: concepções de leitura literária e formação do leitor na coleção A Conquista de Língua Portuguesa (PNLD 2023).

Abstract

This study aims to analyze the paradigms of literary reading instruction present in the A Conquista – Língua Portuguesa collection (FTD), approved by the National Textbook and Teaching Material Program (PNLD 2023) for the early years of Elementary Education. The hypothesis guiding this investigation was based on the assumption that textbooks, as the primary reading resources within the school context, play a decisive role in shaping literary reading practices and may either enhance or constrain the development of literary readers. Accordingly, this research adopts a qualitative and documentary approach, grounded in the analysis of the 1st- and 4th-grade volumes of the collection, as well as the official documents that institutionally supported the selection and adoption of these materials. The study is primarily based on the theoretical contributions of Cosson (2021), Rouxel (2012; 2013), and Soares (2023). The findings reveal the coexistence of different paradigms of literature teaching. In the 1st-grade volume, the moral-grammatical and analytical-textual paradigms predominate, being closely associated with literacy acquisition and the development of linguistic skills. In the 4th-grade volume, the reader-formation and literary literacy paradigms stand out through the expansion of literary genres and reading practices. Nevertheless, literary reading frequently remains subordinated to the development of curricular competencies, thereby restricting opportunities for subjectivity and aesthetic experience. It is concluded that the collection projects a reader situated between institutional demands and contemporary perspectives on reader development, revealing that the renewal of literature teaching occurs in a hybrid manner marked by paradigmatic tensions. Thus, the distance between the projected ideal reader and the possible real reader constitutes one of the main challenges of literature schooling in contemporary education.