| Summary: | The purpose of this paper is analyzing two didactic collections of education systems of booklets aimed to the Primary Years of Elementary School through the learning and teaching optics. The most recent theories of Applied Linguistics point at an English teaching for Young Learners based on sociointeracionism, meaningful learning (TONELLI, 2007), spiral syllabi (TONELLI; GIMENEZ, 2013), whole person learning (ROCHA, 2007a, 2008; TONELLI; GIMENEZ, 2013), Zone of Proximal Development (ZPD) (TAMBOSI, 2007), language in use and literacies (ROCHA, 2007a, 2007b, 2008, 2009, 2010). On the other hand, the materials are far away from these conceptions and are closer to the behaviorist perspective in the learning view and the structural perspective in the language view. We question, then, what is the quality of English for Young Learners is in fact inside the classrooms, since the textbook/booklet is used beyond of its own purposes of didactic tool and instrument, as it gets the connotation of an authority object in the school context (SOUZA, 1999).
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