Abstract
The textbooks approved by PNLD contemplate, mostly, the guidelines required by the Program. Among the requirements, there is the need to examine in their units a large range of text genres. From the foregoing, we focused our analysis on the genres of the literary creation sphere, in order to identify the privileged ones and their form of approach. In order to achieve our goals, we chose “English for All” collection for being adopted by most public schools located in the northern Parana state region, to analyze its text organization (BRONCKART, 2009) and the synthesis of the activities presented in relation to the proposed genre according to their goals, language capacities (DOLZ; SCHNEUWLY, 2004), signification capacity (CRISTOVAO; STUTZ, 2011) literary genre relation (RIOS-REGISTRO; CRISTOVAO, 2013; RIOS-REGISTRO, 2013) and language. We conclude that, despite the existence of some genres of the literary creation sphere presented in the collection, there is still the lack of activities that make the student reflect on literary elements, contributing to the understanding of its literacy.
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