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This paper aims to analyze some literacy activities found on the internet. In these activities, labels of various products are used aiming to teach students to read and write. At a first sight, such activities seem to be in accordance with the National Curriculum Parameters (NCP) guidelines, which encourage the use of labels as a suitable way to work on writing. However, a more in-depth study of what is available on the Internet about these activities shows that, in general, the development of a critical point of view by the student, in relation to the content taught, does not seem to be favored. Thus, from the theoretical reference of Discourse Analysis (Pecheux and Maingueneau, among others), we intend to show the context and some of the production conditions in which these online activities are inserted.

Discursos fora do lugar: uma análise sobre atividades com rótulos na alfabetização