The following paper presents a research-action based proposal, of the qualitative interpretative
sort, to be developed through a didactic sequence elaborated from the textual genre mystery
and thriller stories, to be applied in Portuguese classes taking into account reading and writing,
in a 7° year grade elementary public school in the city of Marabá/PA. The general objective of
this pedagogical intervention proposal is to enable the teaching learning referential progression
through cohesive substitution resources, by means of real practical situations of reading and
writing the genre mystery and thriller, in a 7° year elementary school class. As for the specific
objectives there are: Analyzing whether it is possible to enhance student’s writing, by using a
didactic sequence that will provide real practical situations of the language through reading and
writing; developing a didactic sequence which will auxiliate students in the development of the
activities to be performed; accompanying the texts’ rewriting process. As a final product,
suggest the production of a story book from the texts that will be produced by the students and
releasing it in the school community. In order to do that, we took base in the theories of scholars
such as: Schneuwly & Dolz (2004), Marcuschi (2008/2011), Koch (2009), Bronckart (2012),
Ferrarezi (2011), Antunes (2005,2009,2011), Costa Val (2011), Magalhães (1972), Maria
(2005) e Koche et al (2005). Throughout the accomplished study activities which compose the
didactic sequence, the list of findings, and the theoretical reference which sustains the presented
proposal have been elaborated. Keywords: didactic sequence, production of stories, referencial
progression.
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