Análise de atividades de leitura de crônica em livro didático de língua portuguesa: contribuições para o desenvolvimento de competências críticas e argumentativas

Abstract

Reading practices can be understood as social practices that include reflection, interpretation, and critical position. In this sense, this study aims to analyze reading activities based on a crônica (Brazilian literary chronicle) from a 9th-grade Portuguese language textbook (final years of Elementary School) in order to examine how they contribute to the development of students’ critical and argumentative competencies. The research is grounded in conceptions of reading proposed by Koch and Elias (2006), Menegassi (2010), Marcuschi (2001), and Solé (1998), as well as notions of critical and argumentative reading presented by Freire (2003), Fiorin (2015), and Cavéquia, Maciel, and Rezende (2010), in addition to official documents such as the National Textbook and Teaching Materials Program (Programa Nacional do Livro e do Material Didático – PNLD) and the National Common Core Curriculum (Base Nacional Comum Curricular – BNCC). Methodologically, the study adopts a mixed-methods approach, interpretative in nature, combining qualitative and quantitative analyses of reading activities from the textbook SuperAÇÃO! Português (9th grade). The results indicate a predominance of subjective and objective questions over inferential, global, and metalinguistic activities, which limits the development of students’ critical thinking and argumentative skills. In light of these gaps, a didactic proposal was developed based on the reading of the chronicle “Gerações,” by Luis Fernando Verissimo, aiming to expand students’ reading skills addressed in the textbook. It is concluded that diversified and systematic reading practices, grounded in robust theoretical frameworks, contribute significantly to the development of critical readers and to strengthening the social role of reading in the school context.