This Course Completion Work – TCC, is linked to the Pedagogy Course of the
Federal University of Amazonas – UFAM, aims to analyze textbooks
focused on the first cycle of literacy used in the context of municipal schools in
Manaus, Amazonas. As a general objective: To understand how the approaches of
literacy in the literacy cycle in Manaus – AM, taking into account
consideration of the textbooks used in the schools of the North Zone (ZN) of the city. The
Specific objectives are configured as: a) to identify the collections used in the schools
inserted in the North Zone of Manaus – AM; b) Analyze the concepts and methodologies
presented in the textbooks selected by the ZN schools; c) Observe the relationships
didactics of literacy and literacy with the Amazonian context to which the schools of the ZN
are inserted. To meet these objectives, we propose qualitative research as a way to
Gonzalez-Rey research approach (2005), having as a procedure for the production of
data, the documentary analysis instituted by Ludke (1986). In view of this, the schools of the ZN of
Manaus, has selected two collections focused on the literacy cycle, namely the
Bem-me-quer Mais and A Conquista. At another point, the collections offer several
perspectives, but always presenting the synthetic method working phonology as
form of learning. The series "Bem-me-quer Mais", in turn, focuses on activities
playful and interactive, encouraging students' autonomy in their learning journey,
but not related to the Amazonian context. In contrast, "The Conquest" adopts a
more classic approach, prioritizing the organization of content and the practice of repetition
to ensure the assimilation of knowledge, but without correlation with the Amazonian context.
When examining the peculiarities of these collections, we advance that, when looking at the books
We have observed that both do not discuss literacy, now separate from the concept and method of lettering, sometimes presenting only a method that is limited to literacy
and/or literacy, understanding that these concepts, although interconnected, have nuances
that directly impact the formation of the critical reader.
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