Textbook in Applied Linguistics: its role in teacher training within the teaching of foreign languages in Brazil

Abstract

In this article I intend to raise new reflections, thus enabling a discussion on the presence of textbooks in teacher education within the context of teaching foreign languages ​​in Brazil. In order to achieve this, through literature review, I bring relevant questions when reflecting on the concept of textbook (PESSOA, 2009), seen as an example of didactic material, and its role in the classroom (TILIO, 2010). Briefly, I first approach the history of textbooks in the Brazilian context, and then discuss the topic with a critical theoretical view, seeking to bring different definitions of the object into focus (MUNAKATA, 2002). I present ideas that I support and open space for discussion, ending this work with the conclusion that textbooks have the potential to be a material, more than a tool or manual, that will help both teachers and students in their learning journey. The objective here is to instigate the reader to critically examine this subject, perhaps even reviewing their own experiences during their academic journey, recognizing that the textbook reveals a perspective on teaching, as well as its educational purposes and its social function within our society.