The presente dissertation has the aim of providing theoretical reflections regarding the
importance of literary reading teaching of Portuguese, understanding that literature is an
inalienable right. Besides, it suggests a work with reading, oral and written skills, seeking the
dialogue between the folkloric and Brazilian Literature of Amazonian Expression. Such
reflections and didatic proposal were conducted, mainly, from Britto (2012), Castrillón (2011),
Candido (2011), Colomer (2007), Cosson (2007), Geraldi (2006), Antunes (2003), Zilberman
(2009), Lajolo (2005), Marcuschi (2008), Machado (2002) among others. The intervention is
justified by the fact that the research locus has event of cultural value and therefore favorable
to the teaching proposal that aims the dialogue between the popular knowledge and the canon
literature. Thus, the event would not just be a kind of display window where a group of people
from school or school comunity would be spectators of this event. On this regard, reading
literary genders would be a very significant practice, for the student would not be set just as a
spectator of a bright event or even someone that shines on a presentation before everyone, but
just a reader. The spectator is static, passive, submissive. On the other hand, the reader can be
whatever he wants to, the owner of his/her own history, autonomous, reflexive, critical. Along
the pedagogical practice, I try, trough participatory research, understand that students show
interest in reading texts that may identify elements of their culture and of how a pedagogical
proposal that aims dialogue between folklore and texts of Brazilian Literature of Amazonian
Expression were well accepted by students, for they are part of their sociocultural universe and
that, by reading them, students had a good performance both in reading activities and on reading
and writing. The text also evaluates the limits and possibilities of the proposal applied and the
changes that theoretical speeches have provoked on the researcher and teacher.
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