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Since the beginning of the Communicative Approach (RICHARDS; RODGERS, 2003), the concern with the context of speech and use of language has become part of the practice of foreign language teachers and, to a certain extent, their training. Even with the perspective of teaching being guided by the so-called "post-method" theory, context and localized use of language remain as attention factors in Foreign language teaching. (KUMARAVADIVELU, 2006). Despite the different ways of conceiving education, LD remains the main pedagogical resource for teaching and learning languages (VILAÇA, 2012; PAIVA, 2009), and is often the only tool available. But despite the change in perspectives, the existence of theoretical and methodological inconsistencies remains, which modifies / impairs the process of learning and meaning of the students in the language learned. In this context, we propose to analyze an Italian textbook for foreigners - Chiaro!! And to observe / problematize its constitution, from Applied Linguistics studies (VILLAÇA, 2012; PAIVA, 2009; RICHARDS, 2006; TILIO, 2006; RICHARDS; RODGERS, 2003), investigating in the activities of a Teaching Unit in specific how the indications made by the book in its self-presentation and in the teaching unit index are carried out. We intend with this analysis to motivate a greater discussion about the analysis and critique of these materials, expanding a necessary debate. [ABSTRACT FROM AUTHOR]