This work focuses on the line of research “Reading and textual production: social diversity and
teaching practices” and met the requirements of the Professional Master’s Program in
Languages - Profletras, in carrying out an intervention activity with students. For this, we chose
the literary reading contemplated in the literary genres short story, novella and novel, with the
themes of mystery and thriller, as an object of study capable of contributing to the formation of
the literary reader. In this study, we intend to show that it is possible to train readers at school
with reading practices and through works mediated and supported by efficient methods. The
research was developed with students from the 6th year of elementary school in a public school
in the municipality of Buriticupu, in the state of Maranhão. So, it was necessary to find a method
that was able to respond to the question: How can reading practices of mysteries and thriller
stories contribute to the formation of the literary reader? To this end, Action Research and the
qualitative approach proved to be more adequate to achieve the general objective, which aimed
to analyze and problematize the implications of literary reading practices of mystery and thriller
texts, without losing sight of competences and skills. Designed for this type of practice with the
students in question. And so we chose the following works for this analysis: the novella by
author Alexandre de Castro Gomes, “Who killed Saci?”; the novel by the authors Martin
Widmark and Helena Willis, with the title "The mystery at school" and the short story by the
author Flávio de Morais, in "The lesson of the skull". To use these literary genres, we follow
the steps of the basic sequence of Cosson (2018), which proposes the following moments:
Motivation, Introduction, Reading and Interpretation. As for the theoretical framework, we join
the theories of Moisés (2001), Soares (2000), Cosson (2018), Graça Paulino (2004), Colomer
(2007), and others. With this research, students immersed themselves in the literary universe,
by reading and sharing the readings in the mediated process at the same time that we form a
community of readers in the classroom, guaranteeing them the creation of links with literary
reading, because their constant practice makes it possible to better understand the world of
languages.
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