This work aims to make the literature an event of permanent learning for the students, through the action generated by the dialogicity between them, the teacher and the negotiation with the texts in which the literal and no literal topic will be two different readings, but not contradictory because they are part of a continuum in order to respond to a efferent position. In this way we have on account the theory proposed by Louise Rosenblatt in his book called the Literature as exploration to focus on the meaning of the experiences of reading literary works, instead of privileging historical, biographical and technical aspects and the transactional theory of reading, in this theory the reading act is examined as a unique event, given by the meeting between a particular text and a particular reader, under particular circumstances. We consider our work important because it promotes through The didactic literary workshop meaningful experiences that help to understand the influence of the literary text in the classroom, given the fact that we understand that the literary text affects the sense the student has about the personality and the society, contributing to mold his/her images about the world, about him/herself, about the human condition, for this reason we attach another educational proposals as Psychology of the oppressed by Paulo Freire, where the word has a privileged position because it becomes into dialogue between teachers and students. At the same time we took the brasilian teacher Esther Blanco and her concern about the necesity of create in the student the desire to read in order to cennect his/her personal world, the context and the text. We also attach to this work, our experiences as world’s readers, as we can see in the second part the ideas about the reading habit are materialized in a critical and a reflective way, from the aesthetic element to develop ethical and political topics, and in this way to show our compromise as teachers, having on account not only the knowledge and how to do it, but also the being. Because it is not only about teaching and look for the best classroom activities but also about to experiment our own reading habits to use as example in the building in the practices required in the classroom.