In this paper, we present the results of the application of a Didactic Sequence, developed in 12 workshops, which had as main objective to develop in 8th grade of elementary school‟s students of a public school located at Tracuateua -PA, knowledge of the metaphor as a resource for production of literarity effects in texts with genre of literary memories. The study comprised a class of 30 students. The texts were analyzed from the Interactionist conception of language (BAKHTIN and VOLOCHINOV, 2004); the notion of genre as an instrument (DOLZ e SCHNEUWLY, 2004); the categorization of conceptual Metaphors: structural, ontological, orientational and imagery (LAKOFF E JOHNSON, 2002); the literary metaphors rating: totally unusual, partially unusual and crystallized (ANDRADE, 2008; LAKOFF and TURNER, 1989). The reasons for the adopted approach were the possibility of transforming a concern of teaching and learning in a research; the visibility that is intended to give for the metaphor as cognitive, linguistic and creative resource. We analyzed at random, six (06) initial textual productions and six (06) final textual productions. The results showed expansion of the student‟s discursive competence: the texts composed a memorial titled as Nos tempos da Maria Fumaça; most of the texts presented literary metaphors partially unusual and crystallized, which were resulted from imagetic metaphors creations, from extension and development of structural, ontological and orientation metaphorical concepts. This result had a positive impact on student‟s performance. We conclude that the hypothesis was partially confirmed: the teaching of the metaphor conducted with a reflective approach, can help the student with the producing of literary memories texts with literary effects.
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