This dissertation focuses on the issue of reading, anchored to basic concepts of Discourse Analysis, from a French perspective (DA), which support the understanding of the way in which a symbolic object produces meanings. We will therefore deal with a procedure capable of analyzing the historicity contained in language not to decode, but to expose the reader's gaze to the opacity of the language, the text, the discourse, as taught by the founder of this theory, Michel Pêcheux. Therefore, we present some examples of analysis, which demonstrate reading practices, based on this theoretical approach. Finally, we seek to propose Discourse Analysis as a relevant theory in classroom practice in the Antônio Conselheiro settlement where I tried to work on reading in elementary school. The result of our work with reading and writing from a discursive perspective is fantastic, as we saw the change in the student-teacher relationship, in Portuguese language classes and students and, mainly, the transformation of the student and the teacher in the midst of the whole this transformative process that is teaching the Portuguese language based on Discourse Analysis.