Textbooks and critical literacy: can they dialogue?

Abstract

Given the relevance of teaching and learning languages to youth and adult education (EJA) as well as the low number of teacher education specific to this audience, we intend to offer a reading of two textbooks observing their potentialities and ways to use them in an educational environment. Based on the theoretical framework of critical literacy in a poststructuralist perspective, we will consider its understandings on reality, knowledge, language, role of teacher and student and function of education. In that sense, we will use the textbook Caminhar e Transformar (2013), and the EJA Moderna series (2013), materials approved by the Brazilian textbook program (PNLD) for EJA (2014-2016), final series of elementary school. The analysis indicates the possibility of their productive use when teachers and students localize and re-signify the content to consider the realities lived, as well as stresses the teacher's agency when managing resources offered by the textbooks.