The PNLD and the quality of portuguese textbooks in high school (2012 – 2018)

Abstract

This article seeks to elucidate the construction of quality and excellence criteria for Portuguese textbooks used in Brazilian high school, mainly in public schools, between the years 2012 and 2018. The investigation is based on the analysis of the evaluation guides of the textbooks in both years, discovering criteria and the proposed change between the National Curricular Parameters and Organization current in 2012 and the National Common Curricular Base valid from 2018. By establishing such criteria, in line with the reflections of Chartier (1990), Choppin ( 2004), Munakata (1997), Silva and Correia (2004) Soares (2004), in addition to the writings of Mikhail Bakhtin (2016), the PNLD shows us how it and the other documents, at each moment, impose a certain order on the textbooks , establishing conditions and uses of them, eventually establishing the adoption and curricular criteria of Portuguese through the teaching axes: reading, writing, orality, literature and linguistic knowledge. The study ends up revealing an idea of ​​continuity of processes, with certain developments according to the change of documents, in addition to an incessant search for innovation and the presence of an editorial monopoly.