Textos escolares: Oralidad, lectura y escritura

recent research state that in venezuela as far as the curricular aspect is concerned, the proposal of teaching and learning the mother tongue falls apart from the current linguistic reflections and contrasts with traditional approaches. nonetheless, it is not possible to ignore that there are still some characteristical features from old linguistic models, whether it is in the teacher praxis or in some of the tools the teacher uses in its daily practice. therefore, the following research aims to study a familiar media in our educational culture: school texts. the methodology in this research is descriptive and explanatory, with a non experimental design of longitudinal type of group evolution. 1937 suggested activities are studied in 15 spanish language school texts. initially, the activities？ proposals were classified according to the linguistic skill fomented. this classification was done along the six content blocks these materials are structured in. then, two from these blocks were selected: oral communicative interaction and written communicative interaction, later an analysis of the suggested activities was done in them matching them in attention to three of the conceptual contents developed in each block and the type of motivated linguistic skill (receptive or productive). results showed that the editorial proposal regarding teaching and learning the mother tongue in our country is only tinged by a renovation veneer.