In Brazil, the results obtained in the Basic Education Assessment System (SAEB) lead
researchers to point out and study about the critical state in relation to reading skills. The
teaching unit, located in the municipality of Miracema – Tocantins, where the research took
place in 2017, obtained an average of 3.7, not reaching the goal projected by the National
Institute of Educational Studies and Research (INEP) for this year, the which should be 4.2 or
higher. In addition to the statistics, we noticed that the student-reader, in reading classes, do
not have a voice to speak and express themself, depending on the didactics used by the
teacher. In view of this scenario, this research has the general objective of reflecting how the
work with the shared reading of the short story, through theoretical and methodological
orientations, can contribute to the development of reading skills in 5th grade elementary
school students, enabling them responsive and critical attitudes towards the text. We
considered the specific objectives: (1) to characterize shared reading activities implemented
through workshops; (2) to learn how students reinterpret contents worked in the workshops,
according to the skills selected for the composition of this study; (3) to characterize the effects
of work with shared reading for the development of the student-reader through dialogism and
responsiveness. For that, we inserted this study in Applied Linguistics, based theoretically and
methodologically, in the reading strategies, defended by Solé, (1998). In addition, language is
conceived as a product of interaction, according to the theoretical postulates of the Bakhtin’s
Circle, considering shared reading as a social work practice. This is a qualitative and
interpretative case study, carried out in a public school in Miracema-TO and has the target
audience of students in the 5th year of elementary school. For the generation and collection of
data, we organized the research in two stages: a diagnostic evaluation of reading and
interventions in reading workshops shared with the short story genre, which is part of the
literary artistic field and inserted in the study schedule in the 5th year, according to the
Common National Curricular Base (BNCC, 2017). As a result, we found that the workshops
with shared reading led students-readers-writers to speak, listen, participate and act critically,
that is, to respond actively to teaching intervention activities. In addition, they produced a
discursive reply (summary by writing) about what they managed to retain from the readings.
In general, the effects of the work with shared reading revealed the students’ reflective
position in relation to the texts and in dialogue with the other, represented by the classmate
and the teacher-mediator.
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