This dissertation presents the results of a research that describes and analyzes the
formation of readers of literary texts in secondary education based on Portuguese
language textbooks. On a qualitative basis, the bibliographical and documentary
research, based on the premise that most students are not interested in reading,
reflects on the training activities for readers of literary texts that make up the
Portuguese language textbook for high school , adopted for the third year high school
classes at the Bela Vista State School, in the rural area of the municipality of São
Miguel do Tocantins - TO, for the three-year period from 2018 to 2020, however it
was extended until the year 2021, due to Covid-19 pandemic. We attest that the
textbook is the driving force for teaching in Brazilian public schools, it has merit and
is indispensable for being a necessary tool in classes in all areas of knowledge. We
understand that the third-year high school student, in fact, is not a fruitful reader or
even a reader, due to several factors that do not arouse interest in literary reading.
The research addresses literature as a transformation tool, capable of seducing and
promoting the development of new perceptions, as well as in the formation of
conscious beings. Despite the magnanimity that literature presents, it is not treated in
the official documents of Brazilian education as the due virtuoso. This research points
out that the activities of the analyzed textbook still use traditional and repetitive
practices, worship of canonical author biographies, grammar study, character
comparisons. Thus, although essential in the context of teaching, literature classes
cannot be centered only on the didactic object, as restricting the teaching of literature
only to the textbook is to perpetuate socioeconomic inequalities, in addition to
invalidating reader formation in high school.
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