The teaching of literature in the public network needs strategies that will captivate the
readership to appreciate this art. This research, applied in a public school in Palmas -
TO, aimed to understand and revise ways of working literary reading, used, to
encourage reading in young people and children, the Storytelling. As a strategy we
propose to stimulate the participation of the young people of the 9th year of
Elementary School in cultural activities, forming them mediators / multipliers. The
research focus on the field of the intervention. It was developed with a group of
twelve students of the final series in five stages: recruitment; first readings and group
interaction; formation of reading mediators - theory; planning / training and
presentations. Understanding that reading is extremely important for the social
context comprehension and that it is also important that the youth be protagonist in
the struggle for a better future, there has been a desire to use this instrument as a
way to disseminate the taste for literary art. From the results of this action research it
was possible to visualize that a simple process whose students are transforming
agents can contribute satisfactorily to cultural, intellectual development, improve
interpersonal relations, orality and writing. In order to form this community of readers,
we started by reading and studying wonderful tales as a genre focus and we used
the logbook to collect the data both on the readings carried out on the course and the
record of all the steps seen from each group's perspective. In light of storytelling,
literary reading and literary literacy, we work with the notions postulated by Coelho
(2006), Busatto (2007), Colomer (2007), Cosson (2018) and Candido (2012).
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