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.