Letramento em foco: o ensino de língua portuguesa nos anos finais a partir do livro didático e da Base Nacional Comum Curricular

Abstract

The present study arose from the need to understand how literacy is developed through Portuguese Language textbooks used in the Final Years of Elementary School in public schools in Humaitá-AM, considering that, although these materials are aligned with the BNCC (2018) and the PNLD 2024–2027, they must be analyzed in terms of how they incorporate Amazonian sociocultural diversity and engage with students’ lived experiences and local realities. The central objective is to analyze how literacy is approached in these textbooks, taking into account the BNCC guidelines and the cultural and regional specificities of the Amazon, with a focus on the 6th and 7th grades. The research adopts a qualitative and documentary approach, based on a critical analysis of two textbooks used in the 6th and 7th grades, supported by theoretical references such as Soares (2017), Gadotti (1982), Marcuschi (2003), Cagliari (2009), Bittencourt (2003), among others, understanding literacy as a social practice in which reading and writing go beyond mere decoding of words. The results indicate that although the textbooks present a variety of genres, integrated activities, and alignment with BNCC competencies, they still lack greater regional contextualization, revealing the need for pedagogical practices that value Amazonian culture and promote a literacy that is truly situated and representative of the students’ reality.