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We have been living in a historical period in which digital technologies have occupied a relevant position. Human communication is now related to the immense utilization of these technologies. In this sense, the school cannot be absent from proposing educational positions concerning the diversity of genres that comes from the digital sphere, in a way that enables the students to be engaged satisfactorily in various literacy practices. The digital genres are predominantly hybrid and hypermediatic and are characterized as relatively stable forms that denote the multiliteracy phenomenon, which has been discussed in the educational settings. Due to our interest in these issues, we proposed an analysis on the treatment of the digital genres in textbooks of the Portuguese Language (PL) in Ensino Médio (High School). For doing so, we concentrated our investigative focus on three PL's textbooks which are part of a collection approved by The National Program of Educational Book for Ensino Médio in Brazil. In this qualitative descriptive-interpretive research, we noticed that: (i) the analyzed textbooks explore mainly genres considered prototypical of the digital sphere (email and blog) and do not explore the diversity of genres of this sphere; (ii) in some points of the analysis, it was possible to notice a treatment that does not consider the fact that many students, or teachers, are not still properly prepared for a more consistent work with these genres. [ABSTRACT FROM AUTHOR]