Reading is essential not only for academic life but also for citizenship beyond it. A student's
ability to read both textual and contextual cues critically impacts their participation in society
and their exercise of full citizenship. Therefore, it is essential to provide students with activities
that contribute to the development of their reading comprehension. With this in mind, this
research seeks to answer the following research question: How does working with reading
mediated by the Minimum Activity Circuit (MAC) enable the development of reading
comprehension of horror story texts by 8th-grade students from a UFPA Application School?
To address this, our general objective is to analyze the effects of the MAC on the learning of
reading horror stories. Considering this question, we conducted research characterized as action
research, qualitative-interpretive, quantitative, and applied in nature, situated in the field of
language didactics. We took as theoretical references the conception of textual genres by Dolz
and Schneuwly (2004), the Minimum Activity Circuit (MAC) by Cordeiro and Liaudet (2021)
and Cordeiro (2013), reading by Solé (1998) and Freire (2003), reading comprehension by
Kleiman (2002, 2004) and Koch and Elias (2014), as well as Gotlib (2006) on the theory of the
short story. We conducted a comparative study between the three classes that participated in
the investigation. In one of them, we implemented an intervention proposal based on the MAC
and conducted four reading tests, which were subsequently analyzed. In the other two, we only
apply the four tests. The results of this research indicate that the class in which the MAC was
implemented achieved more consistent performance in reading comprehension tests throughout
the research, being the only one among the three to show continuous progress, which can be
understood as signs of learning and of the development of students' reading skills.
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