A leitura escolarizada como instrumento possibilitador da interação linguística: análise de livros didáticos

This work promotes analysis and discussion regarding the approach of Portuguese language didactic collections intended for the final years of Elementary School with regard to work with reading. To this end, based on the theoretical framework of socio-discursive interactionism, three collections from PNLD 2018 were analyzed, focusing on pre-textual activities, that is, issues of contextualization of the readings proposed by the materials. From this perspective, it is understood that language is enabled by interaction and social practices; therefore, reading, as an example of these practices, must also be conducted based on a logic rooted in interaction. In the school environment, the dynamic and interactive nature of reading should be materialized through procedures that connect the information and knowledge necessary for understanding the content of the text to previous readings and students' experiences, so that the reading practice becomes more meaningful for them. Furthermore, the activities that encompass reading itself should enable the exchange of information among individuals in the classroom environment, effectively promoting interaction and thereby fostering deeper and more diverse interpretations. This effectively contributes to distancing readings that are merely associated with surface-level information of the text. In this sense, pre-textual activities were analyzed, and for cases where proposals were noted to lack the necessary interaction for reading practice, directions were suggested throughout the work to complement the questions, focusing on the students' reading development.