This dissertation is a result of a project in which we dedicated ourselves to the reading of syncretic genres at school, presenting the process of an interventional research and its results. Throughout the pedagogical practice, we noticed the occurrence of elementary difficulties in textual interpretation, such as the inability to formulate hypotheses for the text, in the anticipation process, or to recognize explicit information in the reading process, translated into the elementary concept of decoding. These results come from different causes, among them the treatment given to texts in Portuguese language classes, which often prioritizes studies about the textual structure for the mere recognition of aspects related to genres, or yet is guided by questions related to the analysis of linguistic and grammatical description, without correlating these elements to an effective and systematic work that leads to engaging the student in the production of meanings for the texts. The research was developed in a class of seventh grade of Elementary School, in which we work as a teacher. Initially, we presented a mapping of the difficulties identified by the students of this class, as well as the sequence of activities that were developed from the approach of the genres cartoon and newspaper news. At the end, we show the obtained results. Although the discursive semiotics that subsidize this research favor an immanentist approach, valuing the intratextual aspects, it is necessary to consider that the genres in question are highly dependent on the knowledge of other texts and background knowledge, demanding complex interdiscursive and intertextual articulations, which also answer for the students’ difficulties concerning the production of meaning. The activities proposed are guided by this double intra and intertextual articulation. As a theoretical basis for the activities developed, we mainly mobilized discursive semiotics, understood as a theory of meaning, applied to issues related to the teaching of reading.
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