This interventional research-action has as primary objective to foment the “community of
readers” formation in a school from Tocantins, from the poetic text reading practices. The
proposal of this work, then, it is based on Reading of texts from the peripheral marginal
literature in the classroom, it focuses on Sergio Vaz's poetry comprehended as a reexistence
experience. It called us out to build literacies to put forward reexistence beyond school space.
spaces. The adoption of marginal-peripheral poetry is due to the fact that the literacies of
reexistence must be constructed and legitimized in school units, because they contribute to the
resignification of students, inside and outside school. This research also had a focus to
provide to students the range of a reading autonomy and a deepening of relations between
reader and text, expanding skills of critical readings. The work was accomplished in a class of
ninth grade of Youth and Adult Education (YAE) from middle School, at a state school, it
being from the Southeast of Tocantins. Methodologically, it is a qualitative interventional
research-action. The research pursued the recommendations of the didactic sequence proposed
by Cosson (2018, 2019), it seeking to suit it to the reality of the participants, the Pedagogical
Political Project of the school unit and the researcher's teaching practices. Our corpus is built
by the diaries field analysis with observation records and some impressions about the classes
made by the students and also by the researcher at the school field of research. These records
refer to the period from October 2019 to March 2020. As theoretical basis, we based on
authors such: Souza (2011), Petit (2017), Candido (2004), Zilberman (2012), Dalcastagnè
(2018), Tennina (2017) and birth (2019) and others. We point out as a result that the practice
of literary reading developed through the poetry of Sérgio Vaz triggers a reexistence practice,
and it contributes to the effectiveness of the literary literary of EJA students. Besides that, we
deliver that literary sarau, one of the steps of the didactic sequence, is configured as one of the
ways of foment the literacy of reexistence at school. Our corpus of analysis indicates that
literature is fundamental to effect the literary literary of students, consequently, it must have a
privileged place in the Portuguese language classes of EJA. In addition, Vaz's poetry made it
possible to trigger in the classroom a space for meetings, dialogues, exchanges,
(co)existences, speach and voice multiplicities, and confirming the practices of the right to
literature at school.
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