Concepções de leitura e letramento crítico nos livros didáticos de língua espanhola aprovados pelo PNLD (2012 – 2020)

Abstract

This research, guided by Applied Linguistics, aims to investigate in which ways the reading activities of Spanish language textbooks adopted by PNLD, to three-year terms (2012 – 2014), (2015 – 2017), (2018 – 2020), proposes developing the critical literacy of students. Methodologically, we decided to examine third grade textbooks of High School, understanding that, in this stage of teaching, it is already assumed that the student had accessed to knowledge of the language, being able to do critical-reflexive readings. The theoretical framework relies on Textual Linguistics studies (BENTES, 2007; FÁVERO & KOCH, 2008; KOCH, 2004; KOCH & ELIAS, 2006, others), Critical Discourse Analysis (FAIRCLOUGH, 1992, 2001, 2003; WODAK, 2003; MAGALHÃES, 2004; RESENDE & RAMALHO, 2006, others) and studies on reading conceptions and critical literacy (BARTON & HAMILTON, 1998; STREET, 2014; CASSANY, 2006; CASSANY & CASTELLÀ, 2010; KLEIMAN, 1993; McLAUGHLIN & DeVOOGD, 2004; SOARES, 2004, others). The data analysis and discussion are based on the epistemological intercession between the concepts of text and discourse, and their performances on reading and critical literacy development. The results affirmed that the reading activities in Spanish language textbooks adopted by PNLD offered, in a gradual and effective way, input to the critical literacy development of students in High School classes of Brazilian public schools. The activities proposed reading issues that assure the existence of power discourses, imposition of diverse discourses, the salience of ideological positions and the constructions of identity.