This research project reveals the experiences of reading and literature mediator teachers. For this, antecedents are presented based on more than 30 review and research articles on categories of “Cine-maestro”, oral discourse, literary mediation and cinema in education, so that it was possible to access a problematization about mediation in reading and literature, making an approach to cinema as a reference. Hence this question arose: What do the narrated experiences of literature mediator teachers reveal from two “Cine-maestro” films with value in literary mediation? The theoretical framework served the categories: reading experience, literary mediation, oral discourse and cinema in education. It has a narrative biographical approach since it privileges the narration of experiences of eight meritorious mediator teachers. This method allows to reveal the mediation that teachers produce as a pedagogical knowledge from the field of literature. The categorical construction starts from the data of these stories, analyzed by means of codification and reduction from the theoretical focus of Francisco Cisterna. The interpretation of the subcategories that emerged from the stories is made from the theoretical approaches, the voice of the participating teachers and the researcher's perspective. The main results of this research are: a) the literary experience of teachers emerges as subjects who read, write and share their passion with their students; these teachers build spaces of trust and comfort for the subject-reader and writer, who feels, lives and reveals their literary experience b) literary mediation offered a reading space so that students had the possibility of transforming themselves; c) the oral discourse of literature and reading mediator teachers reaches students from corporality and respect discourses d) the teacher pedagogical position shows the way to face school life and cinema allows him to evoke the intrinsic value of that.