This study presents an intervention proposal carried out with elementary students from a public school in a small village in the county of Igarapé-Açu, Pará, Brazil. This work aims at enlarging students experience with both writing and reading activities through literary texts. This research has as its theoretical background the socio-interactionist conception (BAKHTIN; VOLOCHINOV, 2004). The theoretical framework guiding this study was built from the reading of scholars such as Kleiman (1998) and Kato (1999); the reading strategies concepts underlying this research are those suggested by Girotto and Souza (2011), which are taught considering literary text as starting point, and the reading strategies highlighted by Menegassi (2005). This research also focuses on studies in the textual production process and studies with literary texts in mother tongue classes, among the scholars related to this subject are Koch and Elias (2015), Sercundes (1997), Geraldi (2012, 2013), Megassi (2010), Perrone-Moises (2006), Lajoto (2010), Zilberman (2008), Britto (2013) and Belintane (2013). On the first part of this study, a writing activity production and a questioner were handed in with the intention of collecting economic and socio cultural information from the group engaged in this investigation. It was observed that, in general, all the students were familiar with narrative texts. However, two noted points seen here were the lack of two important strategies, crucial to a closure of a textual writing production: review and rewriting. On the second part of this study, the intervention-activities were applied, giving to much attention to reading and writing. As a result, it was noted that the majority of students was able to perform a narrative writing – although subtly in some cases – and they were also able to produce really good texts with noted literary content.
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