The present study deals with the implications of working with the cordel conducted with a
group of 9th graders at a public state school. The central objective of this study was to
accomplish the literacy literacy from the practices of reading and writing of literacy texts.
Methodologically, this research focuses on the basic and expanded sequence proposed by
Rildo Cosson (2018), with an interpretative qualitative analysis. As a theoretical framework
we support the following authors: Antonio Candido (2006), Regina Zilberman (2008), Miguel
P. Barros (2015), Ana Maria O. Galvão (2002), Ana C. Marinho e Hélder Pinheiro (2012),
Jarid Arraes (2017), Paul Zumthor (2018) and Pierre Barbéris (2006). As a result, we point
out that, even facing so many problems in relation to the teaching of literature it is possible in
schools, from the literacy literacy practices, to expand the reading of literacy texts and the
textual productions so that there will be more identification and meaning for students in their
social life by integrating the various knowledges and the copings ways.
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