Studies on literary literacy are still quite recent, but they are very significant to the point of bringing about changes in people's social values, as they use the written word as a tool to talk about something in life. As such, the subject of inclusion needs to be given more visibility in discussions, highlighting practices in the school environment to cater for students' diversity and recognizing their peculiarities with empathy and respect. The aim of this work is to present a proposal for teaching literary literacy, with the theme of inclusion and the end product being reading practice in various artistic languages, awakening the student's creativity. Using a qualitative approach, we examined articles, analyzed documents such as the BNCC (2018) and DCEPA (2017), as well as the authors Segabinazi and Cosson (2023), Silva and Silveira (2011), Vieras and Dourados (2015), who discuss the concepts of literary literacy. The author Suarez (2006) talks a little about the concept of bildung. The result of this work the development of a didactic proposal based on the theoretical framework of literary literacy, inclusion and the concept of bildung. It is inferred that literary literacy is associated with practices that make students reflect, awakening feelings of empathy and respect for all.
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