Análise qualitativa do livro didático de língua portuguesa: evidências para a promoção da educação emancipadora no ensino médio

Abstract

In the context of the implementation of the “New High School” in Brazil, textbooks were redesigned to align with a teaching approach based on competencies and skills. Developed within the Graduate Program in Education at the Federal University of Amazonas and the GPEFED research group, this study aimed to analyze, based on Valentim da Silva’s (2019) conceptual model of qualitative content analysis, the field of action in public life in a Portuguese Language textbook, in order to understand to what extent its proposals favor the promotion of emancipatory education in High School. The sample consisted of the Multiversos Portuguese Language textbook, published by FTD as part of PNLD 2021 and used between 2022 and 2025 in a public school in Manaus. The study sought to answer the following research question: To what extent does the Portuguese Language textbook provide evidence for the promotion of emancipatory education in the field of action in public life in High School? The results showed that the textbook presents potential for the promotion of emancipatory education, with a predominance of exercises classified at higher cognitive levels according to the analytical model applied. Among the categories that define the indicators of emancipatory literacy, Critical Thinking and Cognitive Empowerment stood out. However, the Identity category showed a low incidence. Regarding the Pedagogical Guidelines, the Justice-Oriented Citizen profile predominated. Despite the favorable results regarding the promotion of emancipatory education, limitations were identified concerning social and regional representation in the discourse genres that comprise the textbook, especially regarding the Amazonian context. Based on Freire’s Emancipatory Education, Bourdieu’s concept of field, Bakhtin’s discourse genres, and Valentim da Silva’s method, it was possible to examine the textbook as a whole and understand how this pedagogical artifact, situated within a field of forces, can constitute both an instrument for emancipatory practice and for the reproduction of hegemonic ideologies. Moreover, this research contributes to expanding the application of Valentim da Silva’s (2019) method to the High School context and to discussions concerning textbook development from the perspective of Emancipatory Education.