This study aims to present an approach, developed as a pedagogical intervention with 9th-grade students from a public state school, Paulo Freire State School, in Primavera do Leste – MT, to create conditions for the production of texts to be published on social media and serve as a guide for seminars, as part of the work conducted in the Professional Master's Program in Languages and Literature – PROFLETRAS, offered by the State University of Mato Grosso - UNEMAT, Cáceres-MT campus. Anchored in the theoretical-methodological perspective of Pêcheux's Discourse Analysis, with a particular focus on the works of researchers Eni Orlandi and Cristiane Dias, our objective was to promote students' formation for using the internet and Information and Communication Technologies (ICTs) so that they position themselves as author-subjects rather than mere copiers and replicators of content, thereby overcoming alienation and gaining a "safety belt" when navigating the web. In the initial phase, we emphasized students' formation through the creation of a reading archive - texts in filmic and written formats - that discussed the dangers present in social networks and the internet, and how these determine the individual's relationship with ideology, shaping their processes of identification and subjectivation. The entire work was developed following the active methodology of "peer learning." In the second phase, we assist students in producing educational products, which were twofold: a carousel post for Instagram to be posted on the school's social media stories - @conecte.sepaulofreire - and a script for seminars directed at and presented to students, teachers, and parents. The theme of both products was the forms of internet determination, as there is no ritual without failure, and the web itself can - and was - used as a form of resistance. The ICT used for creating the posts and scripts was Canva, in its educational version, which offers all the editing tools for free that are available in the paid version. The methodological procedures adopted enabled the students' transition from the position of enunciators to authors, assuming the position of authorship even while producing in the digital medium and being influenced by digital memory. By aligning this work with the discursive perspective, we believe it was possible to highlight that the digital cannot be treated merely as a tool or medium but as a discursive materiality that has altered the way we relate to language and, consequently, how we are interpellated by ideology. By creating conditions for authorship gestures to emerge in the classroom, we believe we destabilized the (pedagogical) authoritarian discourse and enabled the (pedagogical) polemic discourse, where both teachers and students assumed the position of authorship and had the "authority to say."

This Proposal Project presented to the Professional Master's Program in Literature – PROFLETRAS (UNEMAT/Cáceres), is part of Line of Action I: Language Studies and Social Practices. It is based on the theoretical concepts of Linguistics, specifically Phonology and Text Linguistics and dialogues with studies of learning to read and write, especially literacy and literacy. The theoretical-methodological references are anchored in studies and research by: Cagliari (2009), Soares (2021), Morais (2012, 2022), Geraldi (2001), Smolka (2012), Koch (2021), Koch and Elias (2021 ) among other researchers in the area of language and literacy. It aims to contribute to improving the quality of teaching, relating linguistic issues to literacy, validating linguistic studies as valuable support in the intervention of students' low performance in learning to read and write. Its general objective is to propose reading and writing work for students in the 3rd year of Elementary School, taking the text as the central axis of literacy. Its specific objectives are to give new meaning to the appropriation of the writing representation system and its use to develop reading and writing skills; create conditions for students to understand the different uses of reading and writing in varied situations and promote reading, writing and text production in order to enhance the effectiveness of literacy and literacy. The methodological approach to developing the research involves investigation into language phenomena, relating to action research with the intention of directly intervening in the reality encountered, with the focus of analysis being students from Escola Municipal Mauro Wendelino Weis, in Primavera do Leste- Mt. To this end, it uses the presentation of material with didactic sequences of significant linguistic activities, aimed at teachers in the 3rd year of Elementary School to improve students' reading and writing, with the text as the central axis of learning. alphabetic writing system and as support and reference for understanding how it works. The proposed activities aim to provide the students involved with mechanisms for reflection, with the teacher as a learning mediator, culminating in the practice of spontaneous texts, highlighting the evolution of students' reading and writing in the literacy process, highlighting their place of authorship as a result of possible knowledge, conceived from personal situations experienced and/or imagined experiences. As a result, we have an educational product that can provide opportunities to improve students' reading and writing abilities, contributing to reaching more advanced levels in this process.

This dissertation s an intervention proposal that will be developed with students in the 7th year of elementary school at Escola Miguel Barbosa, in the municipality of São José dos Quatro Marcos-MT, in the year 2023, and aims to work on the process of constitution, formulation and circulation of the podcast, in order to mobilize the podcast discursively to promote student authorship through reading and writing activities. The work is part of the Professional Master's Degree in Literature (PROFLETRAS), offered by the State University of Mato Grosso (UNEMAT), Cáceres-MT unit, and is based on the theoretical-methodological perspective of French-style Discourse Analysis (DA), started by Michel Pêcheux and brought to Brazil by Eni Orlandi. In the initial phase of the work, we will focus on the podcast and its specificities, research on the historicity of podcasts and selection of materials. For the second moment, our objective is to deepen the analysis of the podcast formulation process through reading the meaning effects of verbal and non-verbal. Later, we will work with reading and writing activities for the podcast, supported by AD notions, taking into account the specificities of this audio sound composition. In this stage, we will use paraphrasing exercises (different formulations of the same) and polysemy (different movements of meaning in the symbolic object), based on the rereading of podcasts and their different significant materialities. Our objective is to observe, through reading gestures carried out by students, from other materialities, how the different languages in circulation, and in operation, move meanings of paraphrase and polysemy in the effect of reinterpretation, as the meaning is produced differently in the different significant materialities at work in a text and the subject relates differently to the different reading/writing materialities. In the penultimate stage, audio sound language workshops, audio production, publishing, soundtrack will be produced. Students will research websites to define the slogan and vignette that they will use in creating podcasts and writing scripts, as well as circulating the podcast. Finally, they will be organized into two workshops: adjustments and additional guidelines, definition of the vignette, research on some platforms such as: Google Podcast and Spreaker Studio, as well as basic notions for preparing podcasts, name of the podcast and/or other elements and conference and publishing. We will put together a description of the episodes prepared by them, so that, through this materiality, the work can also be disseminated at school and to parents, through the school's Instagram, during school break times, through the school radio. Access to the final product of this project will be on the school's Instagram and, perhaps, on YouTube. We hope that the intervention work to be developed will enable students to move from the position of passive subjects to that of critical subjects (INDURSKY, 2016). Furthermore, that they are capable of positioning themselves in situations that require reflective and questioning attitudes about the stabilized order, by working with sound text, in this case, podcast, and the various significant materialities, as we believe that providing opportunities for reading and producing Texts with different symbolic materialities will make the classroom a place conducive to questioning the meanings stabilized in our society.

This project presented to the Professional Master's Program - Profletras proposes the teaching of the Portuguese language through the development of writing in the textual genre of a theater play. From this purpose, the project proposes an investigation of the linguistic variations that circulate in the municipality of Nova Olímpia - MT, arising from the northeastern migration in the constitution of that city. Thus, the interventional work will be developed in phases that recognize the written production process and its materiality, with proposals for reading theatrical texts and analyzing the linguistic resources used in the composition of the genre. Also noteworthy is the development of a field research, through the interview genre to collect narratives from northeastern migrants. It is from this action that we will propose the development of writing in the theater play genre, using resources such as transcription, retextualization, in addition to the review and rewriting process. Concomitantly, this training course will make it possible to analyze the linguistic variations present in the community, in a perspective of re-signification of Northeasterners as constituents of the history of the city where they live. In this sense, the intention is for students to recognize themselves as subjects capable of producing authorship and giving new meaning to their language. This work is affiliated with the theory of Variationist Sociolinguistics, by Labov (1994), Alkmim (2001), Calvet (2002), Bortoni-Ricardo (2004) and Bagno (2015), in addition to the contributions of Textual Linguistics defended by Schneuwly and Dolz ( 2004), Antunes (2003), Koch (1997) and Marcuschi (2004), among other important theorists. The project proposes as a final product the publication of a digital book with the elaborated theater plays and the scenic presentation of one of them for the school community, being produced and dramatized by the students of the 9th year of Elementary Education, of E. E. Prof.ª Francisca de Souza Alencar.

This work aims to redefine the practice of reading and writing production in the classroom, combined with the specificities of Michel Pêcheux and Eni Orlandi's Discourse Analysis in the midst of the Semantics of the Event approached by Eduardo Guimarães, from activities that enable students to understand the effects of meanings produced in relation to the naming-designation of streets in the urban space of São José do Povo – MT. This proposal was designed to be worked with the ninth year of elementary school, so that students reflect on aspects that permeate the history of the constitution of the municipality through the language bias. In this way, as the final product of this work, an activity book will be prepared that will serve as a theoretical-methodological basis for other Portuguese language teachers to mobilize the city as a symbolic object.

This project aimed to examine how haiku can be used to stimulate interest in literature and how the study and practice of this poetic modality contributed to the reading and cultural formation of sixth-grade students at the Miguel Baracat State School, located in the Pirinéu neighborhood of Várzea Grande, MT. Bearing in mind that students at this stage of school have a certain resistance to literary texts, especially longer ones, the haiku, in this sense, given its brevity, would contribute to understanding the message more easily, and thus serve as a gateway to literature. We used, as theoretical reference, theorists who deal with reading and literature, such as Freire (2001), Martins (1983) and Bordini and Aguiar (1988). Similarly, with regard to haiku, the research is based on authors such as Goga (1988), Franchetti (1996) and Leminski (1983), among others. The work carried out highlighted the importance of adopting pedagogical practices that encourage students to play a leading role, while at the same time giving them greater autonomy to act and intervene in society.

This research, developed within the scope of the Professional Master's Program in Literature (ProfLetras-Cáceres-MT), deals with reading and writing in their development processes, in two phases: a bibliographic review and an intervention phase, carried out with 7th grade elementary school students from the Deputado Dormevil Faria school, located in the city of Pontes e Lacerda-MT. The investigation is based on the premise that literature, in addition to the experience of enjoyment, constitutes a dialogical environment that produces knowledge and stimulates the fundamental acts of communication, reading and writing. Therefore, all the research work presented here assumes that literary reading is very significant for the formation of critical, creative and autonomous individuals; in addition, literature is capable of expanding the ability of reflection and individual or collective expression. The main objective of the examination is to deepen concepts related to reading and writing skills, promoting affirmative interventions in the classroom through literature. The research is qualitative, including readings of works, scientific articles and analyses; outlined by action research, the investigation also collected information on teaching practices, with thematic interventions and didactic sequences; the intervention stage was developed based on five short stories, a literary genre generally of short length: “Um espinho de Marfim”, “A moça tecelã”, “Além do bastidor”, “Para que ninguém a querer” and “Entre a Espada e a Rosa”, all by Marina Colasanti, present in the work entitled Mais de 100 histórias maravilhas (More than 100 wonderful stories) (2015); in all the selected narratives, the protagonists are women who need to make a decision and later face the consequences of their choices. The Dissertation presents the following structure: after the initial considerations, which present the structure of the Dissertation, the text continues contextualizing the city, the school and the class that participates in the intervention activities; next, the research deepens a conceptual discussion about reading and writing and the relationships that these processes have with literature; then, there is a description of the intervention, with indications of stages and results; Finally, the final considerations provide a retrospective look at the development of the research, with some conclusions. As theoretical references, we used: Antonio Candido (2006), Tereza Colomer (2003), Marisa Lajolo (1993), Emilia Ferrero (2011), Maria Helena Martins (2006), Paulo Freire (2011), Rildo Cosson (2006) and Isabel Solé (2014). The critical and theoretical results of the research justify its implementation, which provoked theoretical reflections and established direct relations not only with educational practices, but also with social life, in which pressures on women require schools to adopt a more attentive and critical stance.

Literary reading presents itself, among many benefits, as a proposal of fundamental importance for the formation and development of the reader. Work based on literature breaks the barriers of demotivation and lack of interest in reading/writing, and proposes possibilities for learning to read through art, imagination, enchantment, dialogue and the insertion of the student in the socialization of their experiences. Based on this foundation, this communication aims to present pedagogical intervention work, linked to the Professional Master's program in Literature (PROFLETRAS) at UNEMAT, Cáceres/MT campus, using horror narratives as a resource for reader training, for through oral and written stories, with the aim of promoting the development/expansion of students' autonomy and reading competence, based on their interest in the theme of horror. As activities, the students attended recorded horror stories told by narrators from the community: parents, grandparents and neighbors. These narratives were compared with written stories, in order to work on differences and similarities, drawing attention to the construction of narratives, so that the student develops greater awareness of the reading and writing process. Furthermore, it is important to reflect on the use of these practices within the family, with a willingness to value traditional culture and knowledge, using this as a tool to stimulate students' interest in studying and reading. The proposal was developed, consolidating the intertwining between orality, reading and writing as an interactive, participatory and dialogic space in the family, school and society. The results indicate that valuing the student's opinion, experience and cultural background are starting points to motivate them on the path to reading education. The contact promoted with family members generated unanimous engagement and commitment from the class, in all the proposed activities of producing oral narratives, writing and reading. During this process, we saw that at the beginning of any methodology, the student needs to feel capable and capable. From then on, it challenged itself to face its difficulties and limitations. As a theoretical reference, we used Walter Benjamin (1994), Iolanda Reyes (2012), Aguiar and Bordini (1988), Gasparotto and Menegassi (2015), among others.

Este trabajo de investigación tiene como objetivo desarrollar un recurso pedagógico utilizando la estrategia de la gamificación, con el fin de fomentar la formación del lector literario. El trabajo está vinculado al programa de Maestría Profesional en Letras (PROFLETRAS) de la UNEMAT, campus de Cáceres/MT. Se pretende crear un juego de mesa (analógico) para la lectura del libro Alicia en el País de las Maravillas. Para la creación del juego y el trabajo con la lectura del texto literario, se destacan los elementos de trama, personaje y espacio en las narrativas de aventura, definiendo la predicción como una estrategia de lectura a desarrollar. Con ello, se busca comprender cómo los elementos compositivos y la predicción pueden colaborar en el desarrollo de la lectura literaria mediante la gamificación. Los presupuestos teóricos que fundamentan la propuesta están basados en las teorías de Jouve (2002), quien sostiene que la lectura literaria se asemeja a un juego; Iser (1999), quien entiende que el autor y el lector participan en un juego de fantasía, y al ser la lectura un juego, produce placer; Barthes (2004), quien defiende que el lector es el atribuidor de significados y personaje de los textos leídos; Rouxel (2013), que promueve una lectura participativa del lector con su subjetividad; Freire (1989), que enfatiza que la lectura del mundo precede a la lectura de las palabras; Mortatti (1995), que destaca que el gusto por la lectura surge de la descubrimiento de leer, entre otros teóricos. Para los conceptos relacionados con la gamificación, se ha recurrido a las nociones de Alves (2015) y Fardo (2013a), Santaella (2018), así como a otros teóricos. La metodología se centró en la investigación bibliográfica, dado que es un trabajo de carácter propositivo. El trabajo parte del principio de que la lectura literaria posee aspectos característicos de un juego y, por lo tanto, considera el uso de la gamificación como una forma de preparación para la propia lectura literaria, despertando el interés del alumno y proporcionándole recursos para la abordaje del texto. La intención es que los aspectos seleccionados (trama, espacio, personaje y predicción) como contenido del juego, así como la propia forma de jugar, mejoren la conciencia del alumno en relación con la construcción del texto narrativo y su interpretación, así como despierten una nueva perspectiva para la lectura del texto literario y motiven al alumno a nuevas búsquedas y textos, de manera voluntaria.

In this Intervention Project, we intend to develop a proposal for literary reading for elementary school II, with the

 aim of introducing them to the world of youth writing fiction as a basis for constituting individual readers in all 

circumstances. The proposal aims to go beyond pedagogical demands and needs, since, at the same time, it

 interferes with a lack of life, that is, from the moment the school transforms its students into active people, 

having reading as a tool. main, not only the school unit is benefited, but the whole society that will receive from 

the institution subjects aware of their unique existence in their social and subjective context. 

The objectives pursued for this reading program were prepared according to the BNCC skills for the 3rd cycle

 of elementary school, corresponding to the artistic-literary field, named by the document, referring to the

 stages from 6th to 9th grade.

This project is the result of research, which was designed and built within the scope of the Professional Master's Degree in Letters - PROFLETRAS, and had as a work proposal to develop a pedagogical intervention in the curricular component of the Portuguese Language at the Marechal Dutra State School, located in the center of Rondonópolis – MT. The purpose of the work was to contribute to the written production of students in the 9th grade of Elementary School from a perspective of linguistic variation through the daily textual genre. Therefore, this research and intervention work was based on the theoretical concepts of Textual Linguistics and Variationist Sociolinguistics by perceiving the text as a teaching unit, focusing on the students' written production. We adopted the “Didactic Sequence” by Dolz, Noverraz & Schneuwly (2004) as a tool for carrying out this project. The beginning of the text studies was through the presentation, reading, analysis and activities of the book Quarto de Despejo, this work is a diary of a favelada, (slum dweller) presents the author's reality and a great linguistic diversity. In this way, we worked on some specificities of the genre and aspects related to the fabric of the text with the students who, in addition to reading and analysis, produced their diaries, chose a fragment to carry out revision and rewriting, which composed the final product - a Diary from the team. The pedagogical practices sought to highlight the heterogeneous and variable character of the language in activities that started with the reception and analysis of the students' initial productions. With the development of this intervention, it was verified the need for a differentiated work in Portuguese, treating the text as a starting and ending point. It was possible to verify a positive result in the writing of all students who were involved in all stages of the project, allowing the understanding of the possibility of their texts circulating outside the school environment. It was still possible to verify that the work with the diary genre in a perspective of linguistic variation contributed to the written production of the students, proving to be an important path for the teaching of Portuguese.

The present work, linked to the Professional Master's Degree in Literature at the State University of Mato Grosso, Campus of Cáceres, is the result of a project that initially emerged as an intervention, but due to the COVID-19 pandemic that plagued the entire planet in 2020 and 2021, it underwent resignifications, becoming a proactive project, given the impossibility of carrying it out with students in the school setting. Our theoretical and methodological references were anchored in studies on reading and writing, with the main theoretical contributions coming from researchers in the field such as Cagliari (1997, 1998, 2009), Soares (2003, 2004, 2020), Kleiman (1995, 2002, 2005), Geraldi (2003, 2006, 2008), Martins (2007), Matêncio (1994, 2003), Silva (1993, 2004, 2011), Abaurre, Fiad, and Mayrink-Sabinson (1997), Abaurre (2012), Menegassi (1998, 2013), Antunes (2003, 2009), Koch and Elias (2014), Marcuschi (2002, 2005, 2008), among others. The main objective was to develop meaningful reading and writing practices for 3rd-grade students in elementary school at the Rodolfo Augusto Trechaud e Curvo State School, in the municipality of Cuiabá, Mato Grosso. This was done through the use of various textual genres. In order to achieve this, the following specific objectives were delineated: to redefine activities involving reading and text production in the classroom, consolidating the acts of reading and writing with coherent information from students' experiences; to understand the importance of textual genres in communicative situations, relating them to social functions, and providing students with the conditions to acquire language skills in different learning situations, both inside and outside the school. In this sense, a workbook of activities was proposed, based on practices such as reading diverse texts, conducting research in libraries and computer labs, workshops, group discussions, music, field trips, text production and rewriting, all intrinsically related to social functions. This led the teacher to challenge themselves in the act of thinking, planning, and developing meaningful actions for the formation of the student as a reader and producer. In order to create these activities, pathways were presented for students to comprehend and redefine the act of reading and writing in different communicative learning situations, within the presented thematic framework, through the selection of topics that emerged from daily practice, in light of the challenges students faced in relation to reading and writing. The result is an educational product aimed at transforming the student into a fully developed reader and writer, through activities that provide and consolidate the knowledge acquired about the language. This concludes with the effectiveness of the proposal as a tool for developing students' skills and competencies in Portuguese language classes.

This master thesis was carried out within the scope of the Professional Master's Degree in Letters - PROFLETRAS and aimed to develop a pedagogical intervention project for the subject of Portuguese Language, designed and prepared in 2020 to be carried out at Buriti Municipal School located in the rural area of Cáceres, state of Mato Grosso, with students from 9th grade of Elementary II. However, due to the Covid-19 Pandemic, it was not possible to effectively apply the classroom intervention project due to the cancellation of face-to-face classes. Therefore, it was necessary to change the project's nature. In other words, ceased to be of an interventional nature and became of a purposeful nature for students from the 6th to 9th-grade, postponing its implementation in the classroom. Inscribed under the theoretical bases in the perspective of Text Linguistics from the authors FÁVERO and KOCH (2002), KOCH and TRAVAGLIA (2004), KOCH (1997, 2004, 2015), ANTUNES (2003, 2010), DOLZ; NOVERRAZ and SCHNEUWLY (2004), SCHNEUWLY and DOLZ (2011) and MARCUSCHI (2002, 2008, 2010), etc, and under the concepts of Sociolinguistics disseminated by LABOV (2007, 2008), MOLLICA (2010), BAGNO (2004, 2014) ), BORTONI-RICARDO (2004), the research proposed the development of the students' written production through the culinary recipes that are common in the Vila Aparecida community. The final product of this research is a Didactic Sequence (DS) for teachers developed as a proposal for the study of the written text. Thus, some specificities of the genre and aspects related to the texture of the text were proposed to be worked with the students, in addition to listening and analysis, the transcription of recorded texts, their recontextualization from speech to writing, from writing to writing, resulting in a cooking recipe book – final production by SD. These activities, in this purposeful context, will be carried out in face-to-face classes when the contamination rates by the covid-19 virus decrease. As a result, we intend to demonstrate that injunctive/instructional texts can arouse students' interest in textual production, as they allow them to experience social and language practices that are part of their daily lives. That way, the elaboration of materials that help teachers in the development of writing from the retextualization of a spoken text to a written text becomes significant as a strategy for the development of written text production, since to obtain a good text, it is not enough that it is correctly elaborated, it must be adapted to its context of production and circulation.

The dissertation, now presented, is part of the work carried out in the  Master's Program in Letters - PROFLETRAS, offered by the University of the State of Mato Grosso - UNEMAT, campus of Cáceres-MT. We took school inclusion as a theme, and our research subjects were elementary school students, more specifically, an 8th grade class, from the Escola Estadual Deputado João Evaristo Curvo - DJEC, in the municipality of Jauru - MT. In this context of the problem of inclusion, we ask: how to develop the authorship of students in a regular inclusion class? We aim, through the activities presented, to enable production conditions to develop students' authorship in a regular inclusion room, working on the notion of differences through the figure of the "superhero", present in different materialities. Our theoretical support is in the French Discourse Analysis (AD), initiated by Michel Pecheux, having as a precursor, in Brazil, Eni Orlandi. Therefore, we developed a proposal that addresses the reading and writing of texts related to the super adventure theme, based on the prior knowledge presented by the students, in this case, the movie Avengers: Endgame. Our approach proposes a work that considers language in its movement and takes the subject as a social being crossed by ideology and history. The material used is, therefore, composed of materialities that bring verbal and non-verbal language. Starting from a brief film analysis, we will deepen our studies, then, through the reading and writing of super adventure comics. In this course, working on reading and writing in verbal and non-verbal texts of such narratives, we hope that our students can understand and position themselves, in order to consider the diversities that constitute society and themselves, as a regular class of inclusion. Having, in the classroom, the presence of a student with physical and intellectual disabilities, we would finish the project, composing a comic in the molds of a pulp-fiction, as it would allow us to use materials that would allow the development of reading and writing in an inclusive way, for all the students. To finish our dissertation work, according to the post-pandemic proposal, issued by the program, we built as a final product, a "Notebook of discursive activities", aimed at the teaching public, so that it can be work in the classroom, in the future, serving as pedagogical support the effective inclusion of students with disabilities in regular inclusion classes.

This dissertation presents the elaboration of a proposal of pedagogic intervention and its reflections about the process of the literary reader's formation, to be applied with students of the ninth year of the Escola Estadual Governador Dante Martins de Oliveira, located in the city of Várzea Grande/MT, following the ProfLetras objective: the realization of reflections and a product aimed at elementary school classrooms. Therefore, this dissertation proposes and analyzes a notebook of activities, whose main monitoring and evaluation tool is a "poetic notebook", a support for recording students' impressions about their experiences in the classroom. For the activities, texts of the most diverse genres were selected, but we favored poems and song lyrics, whose main theme is Brazilian culture and identity and their respective objects of knowledge. All activities are intended to address the skills provided by the Mato Grosso Curriculum Reference Document (DRC-MT), which is based on the BNCC. As a bibliographic reference, we adopted the theorists of literature and literary literacy Bakhtin (2003), Candido (1995), Cosson (2014), Freire (1989), Paz (1982), Pinheiro (2018) and Todorov (2019); we also adopted theorists who focus on the themes of culture and cultural identity, such as Bhabha (2007), Bosi (2002), Canclini (2005), Cuche (2002), Faria and Garcia (2003), Hall (2005), Ortiz ( 1998) and Woodward (2000); besides, we have adopted Chacon (1983) and Feitosa (2018) as sources for studies on rock'n'roll; in addition to others that reflect on the formation of the literary reader, interdisciplinarity and intertextuality. The choice of this theme was motivated by the identification of the literary reading lack of most of the students in the class. Many of them considered the practice of literary reading something tedious. From this situation, we thought about activities that could arouse the involvement and belonging feelings to have, as a consequence, the taste for literary reading developed. In addition, we also seek to reflect on the sociocultural and identity role that poetic texts can have in everyday life. We also intended to reflect on literary reading in the school context. Finally, we believe that this work can help in the sense of promoting the reflection that literary reading can also contemplate texts that are not canonical, helping teachers to perceive the poetry and literariness that are present outside of traditional poems.

This dissertation is the result of an intervention project that was thought and elaborated to be carried out at E.E. Ulisses Guimarães, from the municipality of Campo Verde, MT, with 9th grade students in the 2020 school year, however, for reasons never before imagined, it was not possible to apply it effectively in the classroom. Therefore, in view of the pandemic period generated by Covid 19, it was rethought by the national coordination of Profletras, a diversified strategy that could meet the specificities of the program, without distancing itself very much from what is normally proposed, but that did not necessarily need to be executed in classroom, since the face-to-face classes have been suspended since March 2020. In an unusual situation, the study redirected activities in order to maintain the operating strategies of the Profletras Program and, at the same time, guarantee the fundamentals of the objectives set. Therefore, the results are based on reading activities that develop students' language skills and competences and also promote knowledge of the literature produced in Mato Grosso, more specifically, in the intervention, the proposal is to carry out a work in the classroom with the poetics of Ivens Cuiabano Scaff. It was intended to boost the contact that students have with the poetic text through diversified activities. Thus, the theoretical bases of access to the adopted work are supported by Antônio Cândido (1995), Sílvia Castrillón (2013) Helder Pinheiro (1995) Teresa Colomer (2007), Regina Zilberman (1991) Maria Teresa Andruetto (2012) Annie Rouxel ( 2013) Antonio Carlos Secchin (2010) Cecília Bajour (2012) Tzvetan Todorov (2007) and others who reflect on literature and who dialogue with the perspective that Literature has a relevant role in the formation of critical readers. It is, therefore, fundamental for the improvement of the teaching-learning process, contributing to increase the forms of social participation of the subjects and to develop intellectual autonomy and social emancipation. One of the reasons for choosing the theme was the identification of the lack of literary reading in the majority of students in the class, as well as the lack of pleasure in reading. We then tried to develop some strategies to try to awaken the taste for reading. We also seek to reflect how the practice of literary reading, more specifically of poetic texts, expands students' worldview and can intellectually emancipate them. The results expected from this study intend to demonstrate that poetry can arouse students' interest in reading, as it allows these readers to participate in experiences through the representation of the world through the elements that are part of their daily lives. Therefore, the development of materials that help teachers apply the literature produced in Mato Grosso in the classroom is significant, since this literature is not available in textbooks and many Portuguese language teachers are not aware of the subject.

Considering that the mastery of writing practices is of fundamental importance for the instructions of students and for their inclusion in a society increasingly mediated by digital techonolies, the present research-intervention developed within the scope of the CAPES Professional Master’s Degree Program in Letters / UNEMAT / Cáceres. The  main objective of this research is contribute to the quality of the writing practices of students from a public school in the Municipality of Cáceres-MT, through propositions of gamified activities, developed remotely through the WhatsApp application. The Gamification is based on the action of thinking the teaching practices like a game, using the systematic and mechanics of the act of playing in an out-of-game context (Deterding et all 2011). The Theory of Complex Dynamic Systems guided the entire process of intervention and studies theoretically and methodologically, as I understand that a group of students on WhatsApp and their social practices of the language are configured in a complex dynamic system. Therefore, subject to auto-organization, adaptations , unpredictability, emergence, etc., due to the dynamics of interaction between the subjects (teacher and students) and the instruments used, such as didactic materials, digital technologies, games, etc. The research was carried out with 26 students from the 7th year of elementary school at the Municipal School Novo Oriente, located on the periphery of Cáceres-MT. For the production of the analysis of the data generated by the dynamics of intervention proposed for this research, I mobilized the categories of analysis: Sensitivity to initial conditions, Diversity, Adaptation, auto-organization, Interaction, Unpredictability. The work is organized into seven parts that configured six phases of a game; each phase had its missions that should be completed by the students with a view to accumulating a score that would be exchanged for a prize common to all students. At the end of the intervention, it was possible to verify the improvement of students' writing practices even in remote teaching situations.

This dissertation has the general objective: to propose reading activities to 9th grade students of the State Academic School Lauro Augusto de Barros, expand their reading skills and enable them to produce their own texts and reveal their subjectivities embedded in the process of constitution of the senses.

               For this, we use the fantastic tale’s genre in order to trigger reflections on the human condition, misery, prejudice, loneliness, madness, evil and death through irony, fantasy and estrangement in the face of the narrated events. We hope, in this way, to attract the interest, pleasure and appropriation of reading texts in general.

               As theoretical support we use: a) the formation of the subject reader from Iser (1979) and Jauss (1979); b) the subjective reading based on the assumptions of Jouve (2002, 2012); Rouxel (2013) and Xypas (2018); c) literary reading through the postulates of Colomer (2008); d) fantastic literature according to the precepts of Todorov, Cortázar and Roas, among others.

               The methodology used was based on the action-research postulated by Tiollent (2008) and the reading and writing activities were divided into: 1) reading of 06 short stories taken from the work Strange Tales by Eduardo Mahon; 2) reading of 03 short stories from the work Azul de February by the same author; 3) reading of 3 other stories, such as: Hans Christian Andersen's Girl with matches, Conceição Evaristo's Olhos d'água and Edgar Allan Poe's Black cat; 4) preparation of reading diaries; 5) production of stories; 6) analysis of students' productions under the bias of subjective reading.

            This research is based on the approach of reception theory and subjective reading with readers and story producers in an initial process of awareness of their aesthetic experience and recognition of the other and of themselves as a social being.

This work, linked to the Professional Master's Program in Letters – ProfLetras, offered at Unemat, University Campus of Cáceres Jane Vanini, aims to problematize the teaching of reading and writing based on documentary. Affiliated to the theoretical-methodological approach of Discourse Analysis by Michel Pêcheux and Eni Orlandi and designed to be developed with students from the ninth year of Elementary School, we understand that the audiovisual material provides the opportunity for the circulation of different significant materialities in the classroom, through the specificities of its composition, presenting itself as a possible entry to work on the functioning of language in its constitutive historicity at school. To give effect to the theory-practice relationship, we created the Reading Notebook and Documentary Production: a discursive proposal for the teaching of Portuguese Language, mobilizing the constitution, formulation and circulation of discourse, as a way of giving visibility to failure, to misunderstanding and the constitutive exteriority of the language, in the structure-event beat. Structured in six activities: I – Conversation circle: reading beyond writing; II – Construction of a reading file; III – Reading gestures, IV – Interpretation gestures; V – From paraphrase to polysemy and VI – Workshops for documentary production, the proposals revolve around orality, writing, reading, research and documentary production and highlight the historicity and specificities of documentary. It is proposed, therefore, with this work, to open spaces for gestures of authorship inscribed in history, in the classroom, in order to establish new ways of reading and writing and, in this way, contribute to the subject-student take a critical position on the issues raised in the classroom and, from there, beyond the school.

The dissertation discusses the practice of reading as an important element in the acquisition and construction of knowledges. It reflects on the development of an interventional project carried out in the Programa de MestradoProfissionalemLetras – PROFLETRAS (Professional Master’s Degree in Languages - PROFELETRAS). The interventional approach managed students from the 7th and 8th grades of an elementary school named, Irmã Miguelina Corso, municipality of São Pedro da Cipa, MT.It focused on teaching the reading habits, interpretation and writing through literary texts. Also amplify the students’ sensibility to produce fictional texts, as well oral and written, of different genres focusing on readers’ formation, which theme is “Prejudice and Stereotype”.We are based on studies centered on the concepts of Reading and Literature approached by Jaus (1994), Zilberman (1989), Jouve (2002), Couson (2012), Coelho (2000), Colomer (2007) among others. With texts related to children’s literature, it sought to create conditions for students to expand their communicative and argumentative skills. Due to the Covid – 19 pandemic, that frightened everyone in 2020, the Project readjusted to be applied using digital technologies in remote classes.The active methodologies and action research provided theoretical support into the successful intervention.As a final product it is listed at the end a Collection of Pedagogical Interventions Activities, which contains reflexive approaches linked to the development of the teacher and student. The use of technology got relevancy to the development of actions and proportionated to students a reception of texts and activities. We hope to contribute to the strengthening and consolidation of future Works, in significant school practices, aimed at improving the learning and consequently the citizen formation.

Este trabajo se refiere al Proyecto de Intervención realizado en el Máster Profesional en Letras - PROFLETRAS - Unidad Cáceres/MT, intitulado: “Posts: gestos de lectura del digital en el salón de clase”, desarrollado en el 8º año de la Primaria, en la Escola Estadual Severiano Neves, municipio de São Félix do Araguaia/MT. Basado en el Análisis del Discurso (AD) de línea francesa, anclado en los estudios de Michel Pêcheux, en Francia, y de Eni Orlandi en Brasil, tuvimos como objetivo dar condiciones para que los alunos produjeran gestos de interpretación de los Posts que circula nen la red social Facebook, utilizando este espacio de dichos para ocupar las posiciones de sujeto lector y de sujeto autor. Para eso, buscamos trabajar el proceso de constitución, formulación y circulación de los Posts. Construímos, con la participación de los alumnos, um archivo de lectura compuesto de diferentes materialidades compartidas en Facebook, como comentarios, videos, emojis, memes y otros, para que pudiéramos desestabilizar los sentidos de lectura en la escuela. Buscamos crear un espacio de lectura, para que los alumnos se relacionaran con los distintos materiales de lenguaje, possibilitando el trabajo con otros objetos simbólicos, permitiendo que ellos comprendieran la constitución de los sentidos en las distintas materialidades significantes involucradas en los Posts. Buscamos desarrollar lecturas polisémicas, desestabilizando los sentidos ya puestos, para además de las evidencias, a fin de compreender cómo funciona el silencio, el implícito, el no dicho, el dicho, de modo que los alunos comprendieran que los sentidos son múltiples y no únicos, poniendo en evidencia la no transparencia de la lengua. La propuesta se constituye en un ejercicio de cambiar lamanera de trabajar la lectura y el digital en la escuela. Se abrió para la escucha de los distintos gestos de interpretación y la constitución de la autoría.