2025-12-102025-12-102025-10-31SANTA BRIGIDA, Aline Tamires dos Santos. Entre a decodificação e o diálogo: a concepção de leitura no material didático “Prepara Pará”. Orientadora: Maria Helena Rodrigues Chaves; Coorientadora: Adriane Beatriz Lima de Souza. 2025. 28 f. Trabalho de Curso (Licenciado em Letras - Língua Portuguesa) – Faculdade de Letras, Campus Universitário de Bragança, Universidade Federal do Pará, Bragança, 2025. Disponível em: https://bdm.ufpa.br/handle/prefix/8973. Acesso em: .https://bdm.ufpa.br/handle/prefix/8973This paper discusses the role of the "Prepara Pará" textbook, particularly the third-year high school textbook. The aim is to analyze how it contributes to reading practices that encourage critical reflection and the construction of meaning, and which language concepts support the proposed activities. The investigation adopts a qualitative approach, taking the form of documentary and bibliographic research, supported by Applied Linguistics. The analysis of the material is carried out from three categories: Decoding/Locating Reading, Inferential Reading, and Critical Reading. The results indicate that the material is hybrid in nature, with a predominance of information locating and inference activities, in line with external assessment models. It is concluded that opportunities for critical reading arise sporadically, suggesting that the formation of the critical reader is not the central focus of the material, but rather a secondary dimension, with the teacher playing the crucial role of mediating the use of the tool for genuine and meaningful learning.Acesso AbertoLivro didáticoLeituraEnsino médioTextbookReadingHigh schoolCNPQ::LINGUISTICA, LETRAS E ARTESTrabalho de Curso - Graduação - ArtigoAttribution-NonCommercial-NoDerivs 3.0 Brazil