Concerning the teaching of a foreign language, one of the most controversial guidelines on the PCN EFII has been the focus on the teaching of reading. Considering that over ten years have passed since the PCN have been published, this article analyses a coursebook from one of the two only English series approved by the PNLD 2011 for the teaching of English in the second part of Ensino Fundamental, trying to understand how this book approaches the teaching of reading. Before the analysis, it is necessary to discuss not only the PCN discourse and its readings, but also the concept of critical literacy, and the PNLD 2011 criteria to teaching reading. Since the analysis aims at critical literacy, the article takes as analytical categories the topics of the texts, the work with discourse genres and the nature of the proposed activities. The analysis intends to discuss how the texts and reading activities establish a dialogue with the theoretical principles of the PCN and the PNLD 2011.
reading; English teaching; critical literacy; coursebook; reading activities; PCN; PNLD 2011
