Os objetivos de leitura no livro didático

Abstract

Since the teaching of reading practices in school are mainly concentrated on the textbook, current research diagnoses the aims proposed by the textbook so that the student may read the texts contained within. According to theories by Kleiman (1989, 2000), Geraldi (1991) and Solé (1998), reading aims are part and parcel to the reader?s competence, whereas the role of teaching is the formation of the competent reader. Analysis focuses on textbooks which have been adopted by most government schools in the northern region of the state of Paraná, more precisely within the Regional Nucleus of Education of Jacarezinho, Paraná, Brazil. The teaching of reading has been analyzed from the interactivity point of view suggested by Kato (1990), Menegassi (1995), Dell`Isola (1996), Leffa (1999), Colomer & Camps (2002), by which the reader is led towards selectivity and autonomy in his/her reading, actually basic characteristics of the competent reader. Underpinned by Applied Linguistics as central axes for theoretical and methodological guidance and aided by props from other areas within language science, our general aim has been the investigation of types of presentation of reading aims found in the textbook so that we may contribute towards studies on the formation and the development of junior school readers. A qualitative and interpretative research has been undertaken on books which have been pinpointed as the most adopted by schools of the above-mentioned region. Português: leitura, produção e gramática (SARMENTO, 2002) and Linguagem Nova (FARACO & MOURA, 2004) have a 44.47% usage. The teacher's supplement section and the sections dedicated to the reading of the student's textbook were employed to analyze. These may be divided into three parts: the opening texts; the texts proper; studies on the text. Results show that no orientation exists in the teacher's textbook on how s/he may undertake the teaching of reading aims. No aims have been established so that the teacher may communicate them to the students. There is an implicit stance of reading aims in the student's textbook which manifests itself as from the suggested process. The latter does not vary and is the same for all and every text. Actually this fact models the reading activity as mandatory within the school context. Results show that a strait-jacket process exists in learning how to read. No presentation types actually exist but merely an implicit presentation with one sole objective.