PNLD: changes in the didatic books of literacy and the uses that teachers make of that resource in the classroom

Eliana Borges Correia de Albuquerque Andrea Tereza Brito Ferreira About the authors

Abstract

This article presents a research that sought to analyze the changes in the evaluation criteria of literacy textbooks submitted to different editions of the PNLD and how these changes influenced the production and the use that teachers make of this material. As a methodology, we analyzed assessment sheets and reviews in PNLD guides and interviewed 24 teachers who taught in the 1st year of Elementary School. Data analysis revealed that changes in literacy textbooks are related to changes in assessment criteria and that teachers have used literacy books through different strategies.

PNLD; Textbook; Literacy

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