ABSTRACT:

The purpose of this article is to verify how and to what extent high school Portuguese textbooks give space to the mediation of subjective readings. This is a documental and qualitative research, based on dialogical conceptions of reading. The corpus consists of exercises of the literature of collections of PNLDs 2015 and 2018, from which the data were mapped, classified and analyzed. The results point to the low incidence of personal type questions and to a certain lack of pattern in the formulation of the objective and subjective questions, which makes both kinds indistinct. We conclude that, although the collections announce to the teacher an alignment to dialogism, the work with students’ subjectiveness presents inconsistencies, because there is a predominance of activities that emphasize a single way of reading.

KEYWORDS:
Subjective reading; textbooks; teaching of literature; High School