Considering reading as a key element in the acquisition and construction of knowledge, this study aims to formulate, implement and evaluate activities that improve qualified reading of literary texts, especially the genre short story, in the classrooms of the 7th grade of elementary school. Therefore, we must first reflect on reading and reading strategies; the specific challenges of reading literary text; the genre short story; and to evaluate, through interviews with teachers and students, their perspectives about reading literature. The theoretical framework that supports this study based upon Solé (1998), Souza & Girotto (2011) and the teaching of literature addressed by Cosson (2012: 2014) Dalvi (2013), Moisés (2006) and others. Therefore, with this activity, we raise hypotheses about the effectiveness of the implementation of activity-based literary texts in order to see how we can improve reading with interactive proposal of understanding and production of meaning. In this way, we hope to make a significant contribution to this area of teaching.
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