This research seeks to investigate how literary text mediated by an interdisciplinary perspective could enhance the training of readers with the aim of helping the students in class where they have difficulties in reading and writing. The research-action was carried out in a primary six class in Fatima public school. It is also intended to investigate how the literary text analyzed by the interdisciplinary perspective can help in the development of reading, textual production, interpretation and linguistic analysis of students with learning difficulties. For classroom intervention, a didactic unit guided by the didactic sequence (UD) of literary literature is developed at Cosson‟s School (2014). With this UD, the participation, development and involvement of the students in the proposed activities were observed. The application of the DU is tested and evaluated and therefore the initial question of this research is answered. How can the interdisciplinary explored by the reading of a literary text favour the training of readers? This research is justified due to the fact that classroom reading practices are unsatisfactory as proved by the results PISA and SAEB assessment indices. The main research data were generated from the application of questionnaires, students activity book and field notebook. The project carried out by the DU was executed in the second half of 2016, between August and October in 26 hours of teaching, together with 23 pupils of the 62.03 class. As didactic – methodological procedures in development activities, the following were used: a dialogical exposition group discussion readings, textual productions and drawing. In order to subsidize the proposed intervention, some studies applied in the field of literacy were reviewed. Literary literacy and interdisciplinary are reviewed and literary text in the training of the reader, based on the postulates among others mainly (KLEIMAN, 1995, 1999, 2005); (SOARES, 1995, 1996, 1998, 2004); (TINOCO, 2008); (STREET, 1984, 1995, 2003); (FREIRE, 1991, 1984); (COSSON, 2014); (SILVA, 1987, 2009); (TODOROV, 2009); (CANDIDO, 1972, 2004); (COMPAGNON, 2010); (JOUVE, 2012); (FAZENDA, 1994, 2000, 2001, 2003); (MORIN, 2001); (JAPIASSU, 1991, 2006) and (LÜCK, 1999, 2004). The results showed that the UD implemented during the pedagogical intervention with emphasis on reading under an interdisciplinary bias, allows the student to get closer to the text, increase his\her desire for reading and makes learning more interesting. Faced with the reflections presented, the need for the development of interdisciplinary projects involving all the UE teachers is emphasized.
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