Textbook and literary reading at the final years of elementary education

ABSTRACT Based on the concept of literary literacy, this article investigates the expectations of the National Book and Teaching Material Program (PNLD) of 2017 (Brazilian Portuguese) and the National Curricular Parameters (PCNs) in relation to literary reading in the final years of Elementary School. In addition, it investigates how a set of activities present in a textbook approved by the guide addresses the literary text in its activities. Metalinguistic development and reading level studies guide the activities’ analyses. The results point to the lack of discussion about literary literacy and the specificities of literary reading, along with expectations on its realization. The didactic activities analyzed seem to reflect the gap between the expectations and the lack of discussion about possibilities of contribution to the formation of literary readers.