This paper analyzes cartoons present in textbooks of Portuguese Language of Elementary
School and activities proposed by the authors of the respective books. Our objective was to
analyze the reading skills that are mobilized by the textbooks, considering that it is one of
the multimodal or syncretic genres, demanding specific reading skills, as the Base Nacional
Curricular Comum (BRASIL, 2018). The texts that articulate different substances of
language in their constitution are named as multimodal or syncretic genres and their
appointment differs according to the theoretical contribution mobilized. Because we are
based on discursive semiotics, we chose the term syncretic texts, understanding as such those
in which different substances from the plane of expression arising from multiple languages
are articulated to the content plane to produce a coherent and apprehensible form, resulting
in the unity effect which characterizes the text as a totality of meaning (TEIXEIRA, FARIA,
SOUSA, 2014). For the research, we selected textbooks from two Portuguese-language
collections from the 7th to the 9th grade of Primary Education, adopted by public schools in
Araguaína (Tocantins). Because we demand knowledge about visual language and
mechanisms of articulation with verbal language, we seek to observe how books cooperate
to form readers for the reading of syncretic genres. We were interested in investigating the
purposes of the presence of the cartoons in the school context and whether the activities
proposed by the books privilege or not the production of meaning.
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