Abstract
This research aims at undertaking a discursive-interpretive analysis of the way in which language teaching textbooks give visibility to methodologies, in order to track possible signs of active methodologies. The theoretical-methodological framework of this research is the discursive-deconstructive perspective (CORACINI, 2011; DIAS, 2016), guided by discourse theories (mainly based on Foucault), Derridean deconstruction, and Lacanian psychoanalysis. With the problematization being engendered, we expect critical-reflexive stances to be taken by users of language teaching textbooks, academic researchers and the scientific community, so that they can question and relativize what seems to be established as naturalized truth.
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