The main goal of this dissertation comprehend, by analyzing data collected at the State Elementary School and High School “José Maria Machado, located in Bairro Novo, City of Barcarena-PA, the process of learning in the reading formation of students of the fourth stage Education for Young and Adults (Educação de Jovens e Adultos – EJA). To reach that goal, a survey on the theoretical reference based on the theories which refer to the use of the textual genders as necessary to any project of didactic intervention was done. That’s because, according to Schneuwly & Dolz (1997), “the gender that was worked on as object of teaching–learning is always a variation of the gander of reference”. This dissertation also includes, as references, authors that treat the reading as being indispensable to the world of knowledge and improvement, such as Paulo Freire in the book “The importance of the Act of Reading” (A Importância do Ato de Ler), Isabel Solé in “Reading Strategy” (Estratégias de Leitura) and Delia Lenner’s “Reading and writing in School: The Real, The Possible and The Necessary” (Ler e Escrever na Escola: O Real, O Possível e o Necessário), among others. The theme was chosen because it’s believed the in this teaching modality, the use of the discursive gender can reset the pedagogical practice in the classroom and the school’s daily life. The work presented the textual genders, where the Amazonic Tales were emphasized, aiming at the teaching of the Portuguese language, in the final grades of EJA, for by means of this support, it was believed that it’s possible to establish relations between learning and the social use the speaker makes of the language. This perspective means that stimulating the reading habit through the Amazonic tales can contribute to the acquisition of multiple knowledge areas and it is fair link this formation to what arouses interest and delights both young people and adults. Among the other challenges of the EJA teaching modality, it is also included the students’ preparation for the job market, which is highlighted in the country’s educational current conjecture. This is postulated by LDB 9394/96, which states in Article 1. (...) § 2, which says that “schooling should bind themselves to the world and social practice”. Thus, in order for the teacher act and develop meaningful learning, he/she is always look for new methodological resources.
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