This work presents the analysis of a study developed with students of the 7th year of Elementary School in a basic education institution, located in the town of Dorilândia, in Sandolândia-TO. We aim to reflect how the textual genre "Memories" can contribute to the improvement of students' "reading" and "writing" abilities, as well as to promote a historical and cultural rescue of the socio-cultural context in which they are inserted. For this, we used the procedure called didactic sequence proposed by Dolz, Noverraz and Schneuwly (2004), in which the students were led to produce the texts after conducting an interview with a resident of the village, where they reside. Thus, through our interventions, using the retextualization, the student narrates and describes the place in which he lives, by the vision of a former resident, bringing to his text clues of collective and individual memory and identity. In the methodological context, we did an action research, because this type of research privileges the experience and the experience of the participants who construct the teaching-learning process in the context in which they are inserted (THIOLLENT, 1988). As theoretical assumptions, we adopted the works of (SOARES, 2002), (BRANDÃO and MICHELITTI apud CHIAPPINI, 1998), (PCN's 1997), (KLEIMAN, 2013), (1979,1992,1997,2000,2003 and 2015), and other scholars who follow the Bakhtinian side, such as Marcuschi (2000, 2002 and 2005). These authors gave us the basis for a global view on working with texts in the classroom and on the theory of genres. In order to get closer to the genre " Literary Memories ", we did a brief study highlighting the sociocultural character that characterizes it, from the works of Maciel et all (2007), Koche (2015) and Clara, Atenfelder and Almeida (2010). The results show that the students' productions improve significantly and at the same time they had contact with memories of older people of the community where they are inserted.
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