Cardoso, Maria Celeste de SouzaMenezes, Erlene Rodrigues de2020-12-092024-09-122020-11-042020-12-092019-08-02https://ri.uea.edu.br/handle/riuea/5428Literary reading practices should be tried from elementary school through high school. The present work aimed to investigate how literary reading is being worked on in Portuguese language classes of elementary school students. There is a large deficit in the development of literary reading in the grades of elementary school, due to some factors: following the pedagogical proposals, lack of creativity of the faculty and monotonous classes. Generally, texts of literary genres are actually worked in high school, however, students end up having difficulty interpreting a literary text, this prevails because they do not have the habit of reading. Reading activity at school should not be limited to the classroom. It must go further, open doors, point paths, develop readers, new ways of reading, new readings. From the moment the student makes sense of what he is reading and finds a purpose in his reading, he will discover how much it is enjoyable to read, even within the school environment. The authors who supported the research were Carvalho (2015), Nóbrega (2014) and Batista (2016). The methodology adopted in this work begins with qualitative research, as it seeks to understand the reasons why literary reading is not explained in elementary school, other methods used were bibliographic and field research, as well as techniques such as questionnaires and interviews, respectively, with students and teachers. The acquired data are presented in tables, where a comparison is made, in order to understand both the student and the teacher's view.Acesso AbertoAtribuição-NãoComercial-SemDerivados 3.0 Brasilhttp://creativecommons.org/licenses/by-nc-nd/3.0/br/Leitura literáriaLíngua PortuguesaEnsino FundamentalEscolaTrabalho de Conclusão de Curso