This paper aims to study Literature Projects, characterized as a didactic device (OLIVEIRA, 2016) that proposes to use reflective and collective practices relevant to the scaling up of reading and writing teaching in the school context. In this sense, the present research, in which it is explained, provides a delineation of how the school can be an agency of literacies indispensable to the creation of methodologies that enable the educating the experience with activities of reading and writing connected to concrete contexts of human interaction. Thus, we aim to investigate the impacts of Literacy Projects to improve student learning in terms of reading and writing. Thus, our discussions are based on the postulates of authors that deal with Literature Studies and more specifically on Literacy Projects KLEIMAN (1995, 2002, 2010); OLIVEIRA; TINOCO; SANTOS (2014), OLIVEIRA (2016) and ROJO (2009); in the social approach of genders (BAZERMAN, 2006); in Discursive Theory of Genres (BAKHTIN, 2011). Methodologically, the work is based on the assumptions of action research (THIOLLENT, 1986) and follows the qualitative data approach (BOGDAN; BIKLEN, 1982). The corpus of analysis consists of material generated during the development of the research through interviews, talk wheels, lectures, among other activities that has been contributing to the approach and circulation of diverse discourse genres. The research was carried out in a 6th grade class of a public school in the city of São João do Sabugi-RN. The intervention carried out through Literature Projects contributed to the learning of reading and writing, given that the collaborators of the research experience concrete situations of the use of writing in establishing a link between school knowledge and socially constructed knowledge. The results, partially presented, point out that the Literature Projects favor a better quality of the teaching-learning process, as regards the re-signification of reading and writing practices in the school context.