出版社：Programa de Pós-Graduação em Educação, Universidade do
摘要：The aim of this study was to analyze the quality and the frequency of opportunities given to children to write argumentative texts presented by primary school textbooks. It was identified in each book the situations which the students were asked to write texts defending their points of views. Sixteen textbooks were assessed (four groups, A, B, C and D, containing four books each, from the first up to the fourth grades). The writing tasks presented by the books were compared between the four groups of books, as a whole, and among the books within each group. The number of argumentative texts that the children were asked to write was identified in each textbook and aspects such as the aims for writing the texts, their destination and their genres were carefully discussed. The results showed that the children were asked to write argumentative texts only six times, both in group A and B. This number increased to eight times in C group and to 17 times among the textbooks from D group. However, in this last case, the aims and destination of the written texts were, usually, fictional.
