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the theme of this study is the multiliteracies and its delimitation is the meaning designed in multimodal genres through reading activities in a Portuguese language textbook. The aim of this study is to analyse the activities for the design of meaning in multimodal texts suggested in these books in order to check their contribution for the promotion of multiliteracies. Through this objective, the theoretical background is connected to the studies of Chartier (1994), Petit (2008) and Kleiman (2004, 2005) when it comes to reading practices; Kress (2000, 2010, 2014) and Kress and van Leeuwen (2006) regarding multimodality; as well as The New London Group (2000) and Rojo (2012) in reference to multiliteracies. The corpus consists of reading activities of one multimodal text from the textbook “Portugue ̂s: Linguagens”, by Cereja and Magalhães (2015), designed for the sixth year of elementary school. It has been observed that this textbook promote the multiliteracies by considering the design of meaning intrinsec to multimodal communication. It has also been verified that relevant aspects are ignored by these reading activities when it comes to the visual design.

MULTILETRAMENTOS E MULTIMODALIDADE: O DESIGN DE SIGNIFICADOS EM UM LIVRO DIDÁTICO DE LÍNGUA PORTUGUESA