2025-09-172025-09-172025-08-20https://repositorio.ifal.edu.br/handle/123456789/1243This paper discusses the challenges and possibilities of training literary readers in high school, focusing on an experience carried out under the Pedagogical Residency Program (PRP) at a full-time public high school (EMTI). It starts from the observation that many students complete this stage of basic education without developing the habit of reading literature, highlighting the gap between the objectives of educational guidelines and actual practice in schools. In this context, the study defends the central role of the school as a space for mediation and democratization of reading, especially in situations where access to literary materials outside the school environment is limited. The research, which takes a qualitative approach and is based on a case study, investigates the pedagogical strategies adopted in the PRP, students' perceptions of literary reading, and the role of the teacher as a mediator. The theoretical framework is based on authors such as Candido (1988), Cosson (2014), Colomer (2007), and Cereja (2005), among others. The results indicate that intentional, dialogical, and sensitive pedagogical practices can promote a more meaningful and critical relationship between students and literary texts, contributing to the formation of autonomous and reflective readers. The study also highlights the formative potential of the PRP in articulating theory and practice in teacher training.ptAttribution-NonCommercial-NoDerivs 3.0 BrazilLeitura literáriaEnsino médio em tempo integralFormação de leitores/asPrograma de redidência pedagógicaaLiterary readingFull-time high schoolReader trainingPedagogical residency programTrabalho de Conclusão de CursoLINGUISTICA, LETRAS E ARTES