摘要：The aim of this paper is to analyse the theoretical-methodological possibilities that some Senior High School didactic books of Portuguese possess as to revealing, in the proposal of reading different verbal and visual texts, the presence of the subjects and the existence, or non-existence, of a dialogue between the different languages. Some reflections take the following issues as a starting point: in the analysed books can we find a clear direction into the development of reading literary and visual texts, or do the proposals reflect only the features of a post modern fragmentation that presents, both in the form and in the methodological strategies, the thought of a displaced and multiple subject, a text consumer? These manuals are stuck to an extensive use of texts and images from the students´ everyday life or do they propose the enlargement of the social-historical universe expected from a young student?
