This research aims to analyze the textbook Alive High, from the 3rd year of High School, from the point
of view of critical literacy. It seeks to show whether the proposals presented in the material have the
potential to contribute to the critical formation of the student, what the book's contribution is and how
critical literacy activities are carried out in the selected unit. This article is characterized as a qualitative
approach and follows the interpretivist paradigm, it is exploratory research. To obtain the data, the
activities were analyzed from the perspective of critical literacy. Looking to analyze the sections of the
textbook unit and to which they correspond. In addition, it explores how the unit's contents are
organized and describes the objectives of each section. In conclusion, the importance of the subjects
contained in the unit for discussions that aims to contribute to the individual or social development of
the student was addressed. Furthermore, the results of the analyzes that the Alive High textbook favors
the teacher and student in teaching/learning relating it to critical literacy.
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