摘要：In this article, based on the qualitative approach of research, we verified how the teaching guidelines present in the Teacher's Manual can make formative assessment of reading possible. To do this, we initially carried out a bibliographical research on the subject, followed by the selection of two Teacher Manuals, of textbooks of the 8th grade, used in public schools in Belém and approved in PNLD / 2014. Then, we describe the Manuals, observing the theoretical discussions and methodological orientations for reading and evaluation, and then analyze them, using the studies developed by Batista (2009) on textbooks, by Solé (1998) and Koch and Elias (2014) on reading, by Allal (1986) and Hadji (2011) on formative assessment and by Condemarín and Medina (2005) and Beserra (2007) on reading assessment. After the reflection of the Manuals, guided by the research questions, we observe that these bring reflections to the teaching of reading, under the bias of cognitivism and interactionism. In relation to the evaluation, we verified that the formative conception of evaluation is assumed; however, no tools and criteria are proposed for the teacher to evaluate reading. Based on the data, we argued that the teaching and reading assessment guidelines are not enough for the teacher to carry out work that favors the development of students' reading skills.
关键词：Textbook. Teacher's manual. Reading. Formative evaluation.;Livro Didático;Manual do professor;Leitura;Avaliação formativa.
