THE APPROCH OF DIGITAL CONTEXT IN HIGH SCHOOL PORTUGUESE COURSEBOOKS: REFLECTIONS ON THE PNLD

When discussing coursebooks, it is essential to note not only their importance as instructional material, but also its influence in the construction of curricula, pedagogical practices and school evaluations. The textbook, in this perspective, plays a key role because it serves as a basis for the various activities carried out in the classroom, including activities that can collaborate for the development of students' digital literacy. This article presents a research that aimed at identifying the approach of the digital context in the Portuguese Language coursebooks for the High School from editions of the Brazilian Programa Nacional do Livro Didatico (PNLD, acronym in Portuguese). In this sense, it investigated the public notice for the application of coursebooks for the process of evaluation and selection of coursebooks for the PNLD and the Guia do Livro Didatico (Guide of Cousebooks) published since 2003. The data analysis revealed that the evaluation criteria used for the approval of coursebooks since 2013 in the program have generally addressed the digital language and digital literacy practices needed by students in this teaching stage, which may collaborate for the achievement and exercise of citizenship.