2025-08-152025-08-152025-05-07https://repositorio.ifal.edu.br/handle/123456789/1138Considering the importance of understanding how literacy is treated in the didactic materials of Youth and Adult Education (EJA), the objective of this work is to analyze the conception of literacy present in the Portuguese language textbook EJA Modular: Vem que dá tempo, used in the public high school of Alagoas. To this end, a qualitative documentary research is carried out, focusing on the analysis of the contents present in the thematic scripts of the material, seeking to identify the concepts of language, teaching and subject adopted. Thus, it is observed that the book adopts pedagogical practices that dialogue with the students' reality, using diverse discursive genres and multimodality, which contributes to a more contextualized teaching. However, weaknesses are also identified, such as the lack of depth in practical proposals in some scripts, which can limit the effectiveness of ideological literacy. This allows us to conclude that, although the material representsN advances in the teaching of the mother tongue for young people and adults, it is necessary to expand strategies that consider cultural diversity, social inequalities and students' prior knowledge, thus promoting a more critical, meaningful and emancipatory literacy.ptAttribution-NonCommercial-NoDerivs 3.0 BrazilEJALetramentoLivro didáticoEnsino médioLinguagemYouth and Adult EducationLiteracyTextbookHigh schoolEjaLanguageTrabalho de Conclusão de CursoLINGUISTICA, LETRAS E ARTES