This article aims to investigate to understand in what terms the textbooks of the initial years of Elementary School are proposing the activities of mathematical literacy from the textual genre. To do so, we started with the following concerns: But how do the first cycle textbooks used by literacy teachers are addressing mathematical literacy? In what way are mathematical literacy activities proposed from the perspective of textual genres? Thus, for the development of the research were selected mathematical literacy books of the first three years of schooling adopted by teachers of the municipal school network of Belém (PA) in the academic year 2016. Thus, the selection was based on criteria , For example, approval in the National Plan of the Didactic Book (PNLD), to bring proposals of mathematical literacy from the perspective of the textual genres and to approach the interdisciplinary perspective in the teaching of mathematics. However, the analysis of the activities is not intended to point out errors about mathematical literacy in the perspective of textual genres, but rather to emphasize the proposals that contemplate the two areas of knowledge (mother tongue and mathematical language).
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