The purpose of this article is to present the contributions of textual gênero to the training of readers as well as to the drafting process. As this literary gênero opens up space for learners to flow imaginary and awake curiosity and possibly critical sense. With this in mind, the Arapiraca pole Institutional Programme of Initiation to Docency (PIBID) exchanges, together with a supervisor of that municipality’s programme and the school’s coordination, considered the possibility of using a literary work in the classroom, as students are in the transition from childhood to adolescence. And, as a result of those changes, reading such works can help them to go through that phase, as they present possible situations, even if fictitious. It also assists in the teaching process by focusing on expanding Portuguese language learning, from the point of view of argument, mainly reading and writing, by promoting the interaction necessary for development to take place. Thus, as a methodological procedure, a bibliographical survey was initially carried out on that gênero and then a draft was re-read and produced verbatim, more specifically, on the basis of the theories studied. To develop this work, the project was anchored in the theories of Carroll (2002), Marcuschi (2002), Bakhtin (1997), among others.