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In Brazil, the habit of reading is still a precar ious reality in primary education, evidenced in evaluations carried out in recent years by Brazilian education. * Graduada em Letras e Professora do Ensino Fundamen t l (SEDUC). Contato: karine_kknascimento@gmail.com. ** Doutora em Linguística Aplicada e Estudos da Lingu agem. Professor Adjunto da Universidade de Pernambuco. Contato: mariadorosario barb sa@yahoo.com.br. ** Doutora em Literatura e Cultura. Professor Adjunto da Universidade de Pernambuco Contato: acristinabotelho@gmail.com. Karine S. do Nascimento; Maria do R. da S. Barbosa & Amara C. B. da S. Botelho __ LING. – Est. e Pesq., Catalão-GO, vol. 22, n. 1, p. 199-224, jan./jun. 2018 200 With the aim of awakening a meaningful practice of reading and writing in Elementary School, this study brings a reflection of a teachin g cycle based on reading different genres of texts, highlighting the reading of the li t rary tale. It describes, above all, a teaching-learning cycle experience, following the t oretical and practical principles of gender pedagogy (ROSE AND MARTIN, 2012), based on S ystemic-Functional Linguistics, proposed by Halliday (1994). In order to do so, it was proposed to read several stories throughout the development of the c ycle, focusing on the reading of the short story "Luciana" by Graciliano Ramos, who them atizes disobedience. The results demonstrate that a cycle of teaching is capable of pr moting the formation of the reader and the critical writer, in addition the org anization of the text can contribute to the production of narratives in school, be it story other narrative genres.

O CONTO NA ESCOLA SOB A PERSPECTIVA DA PEDAGOGIA DE GÊNEROS: UMA EXPERIÊNCIA DIDÁTICA BASEADA NA LINGUÍSTICA SISTÊMICO-FUNCIONAL