O livro didático como apoio à prática alfabetizadora: uma análise do Currículo em Ação

Abstract

This monograph focuses on the use of the textbook as support for the practice of literacy teachers. The prominent presence of this resource among the basic mediating tools of the teaching–learning process of reading and writing, as well as its role as a constitutive element of school culture, is highlighted in the educational literature. Thus, the main objective was to analyze the structure and the guidelines contained in one of the volumes of the *Currículo em Ação – Literacy Cycle – Portuguese Language* (São Paulo, 2022), aimed at the 1st year of Elementary Education, in its *Teacher’s Book* version, a material specifically developed for the state school system of São Paulo, in order to understand whether it can support effective teaching practice. To this end, a documentary research study was conducted, using techniques from Content Analysis as proposed by Bardin (2016), which enabled the definition of five categories guiding the evaluation of the textbook’s characteristics: (1) Classroom management; (2) Mediation of reading activities; (3) Mediation of writing activities; (4) Suggestions for the use of complementary pedagogical resources; and (5) Guidelines for monitoring learning. The discussion, grounded in the concepts of literacy, literacies, textbooks, and teaching work, was supported by Kleiman (1995; 2005; 2007), Soares (1998; 2012), Monteiro (2010), Lajolo (1996; 2002), and Libâneo (1990). The results indicate that, although it presents some weaknesses, *Currículo em Ação* can contribute to literacy teaching practice; however, this does not mean that it is sufficient for the development of fully literate individuals. It is concluded that, given the different dimensions that make up the curriculum and the various challenges related to literacy, the teacher—although a key agent in the process—has their practice constrained by a range of contextual factors that affect their relationship with the textbook. Nevertheless, it remains necessary for teachers to find ways to make the textbook an ally, rather than a determinant or substitute for their work.