This paper discusses, in an interdisciplinary perspective that brings together studies
of literary literacy, digital literacy and creative writing, teaching strategies with a look at
literary reader training in the school context. It consists of ongoing research in progress
that aims to investigate the production of meaning in reading workshops and creative
writing, through the mediation of digital interactivity. The collection and analysis of data
is performed from the application of a Didactic Unit (UD), and class in the development
process with third year students of a high school center in Araguaína-TO. UD Practical
activities are being applied, centered on shared reading of the novel The Hour of the
Star, by Clarice Lispector. As a final result of the sequence of activities, we intend to
create a fanpage for posts of production and as a record of student interaction. For the
analysis of the data generated, mobilized beyond the perspective of literacy and
creative writing sociosemiotic, specifically considering the interaction of methods
proposed by Landowski (2001.2014): programming, manipulation, adjustment and
assent. In this sense, the analysis will be guided to the understanding of the meanings
that are built in the process experience, considering the production of meaning from
the interaction between subjects (teacher and students) in school and in the virtual
environment. In view of the benefits resulting from digital inclusion in the educational
context, research beckons issues related to new ways of teaching and learning based
on the student's profile in contemporaneity.
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