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In this paper we present the results of an analysis that compared high school textbooks and workbooks, emphasizing the critical curricular theories (SILVA, 2011) and the teaching objectives expressed in these materials. Our hypothesis is the High School ambiguity in Brazil, propaedeutic or professional, which would also be expressed in the learning materials. Although, apparently, both materials have different structures and content approaches, the analysis pointed out several similarities in the presented contents, in the sequence and in the disciplinary organization. These similarities indicate that the new teaching proposals suggested by the PCN and PNLD-EM are being superficially adopted by the textbooks. The initial hypothesis confirms itself by the excess of exercises in the workbooks and the constant reference to college's admission examinations that suggests a type of conditioning procedure

Livros Didáticos e Apostilas: o currículo de matemática e a dualidade do ensino médio