摘要：In this study we explore the concept of critical (visual) literacy through the analysis of an English as an additional language textbook approved by the Brazilian National Textbook Program ( Programa Nacional do Livro Didático ). Based on an analytical framework that combines systemic functional grammar (HALLIDAY, 1994; HALLIDAY; MATTHIESSEN, 2014), critical discourse analysis (FAIRCLOUGH, 1992b, 2003) and the notion of types of reasoning and of practices (ROJO, 2004; 2009; TRIVISIOL, 2017), we analyzed 132 reading and writing activities. We elaborated a continuum of types of reasoning and of practices that range from decodification to critical literacy and found that a significant amount of activities in the textbook explore critical literacy (51 – 38,6%). We evaluate this result positively, but suggest that the activities need to explore a wider range of reasonings and of practices to promote critical literacy for active citizenship.
关键词：Critical Literacy;Visual Critical Literacy;English Textbook;Ideology;Types of Reasoning and of Practices
