Essa pesquisa teve por objetivo investigar as relações entre a literatura infanto-juvenil de expressão francesa e o ensino de Francês Língua Estrangeira para adolescentes. A partir da prática em sala de aula, como professora de língua francesa, e da percepção de que a língua apresentada nos manuais era uma língua exilada de sua função social e voltada sobretudo para a comunicação, buscamos identificar novas possibilidades de trabalho com o idioma numa perspectiva social e dialógica embasada nos trabalhos de Bakhtin (1999 [1930]) e de Vigotski (2008 [1930]. O fato de a nossa prática ser voltada para o público adolescente, levou-nos a perceber que o texto literário, por suas qualidades estéticas e sua polissemia, adaptou-se muito bem a nossos objetivos linguísticos e ao momento de introspecção e de ampliação da percepção do mundo externo vivenciada por essa faixa etária. Ao eleger o texto literário, pesquisamos e analisamos o que já existia de material para o trabalho de FLE com esse público. Além disso, apoiados nas pesquisas de Giasson (1990), Kato (1985) e Jouve (1992), refletimos sobre o leitor e suas estratégias de leitura, selecionamos textos, inclusive obras integrais, e propusemos percursos de compreensão desses universos linguísticos e culturais. Além disso, passamos a palavra ao aluno, por meio de questionários, e escutamos o que tinham a dizer sobre suas práticas de leitura e sobre o que experienciaram ao longo dos percursos propostos. Dessa forma, pudemos observar os resultados e pensar em novos desdobramentos.

This research aims to investigate, identify and discuss the relationship between childrens literature in the French language and the Teaching of French as a Foreign Language (L2) for the promotion of literacy acquisition for teenagers. Based on the teaching-learning practice and experiences in the classroom, as a teacher of the French language, and the perception that the language presented in textbooks language was exiled somehow, of its social approach and since literary texts do not achieve or feature much in French Language Teaching, FLT materials, but it is engaged mainly for communication instead; this research seeks to identify new opportunities to work with the language (L2) in a social more authentic, expressive, functional and dialogical trend based on the work of Bakhtin (1999 [1930]) and Vygotsky (2008 [1930]. As our teaching practice set here is focused on teenagers, it led us to realize that the literary text, due to its both, aesthetic qualities and polysemy, fits with our goals as well as language, with the moment of introspection and broadening the perception of the outside world which is experienced by age group mentioned. When electing the literary text, researched and analyzed existing material to work for this target public of FLE are meant for the understanding of the interrelated nature of the cognitive, social, linguistic literacy development of it. Moreover, drawing on research Giasson (1990), Kato (1985) and Jouve (1992), reflected on the reader and their strategies for reading selected texts, including whole works, original masterpieces and propose paths understanding of these linguistic and cultural universes. Through questionnaires, our students were given the voice so that we could hear and feel the stream of it and get to find out what our target public had to say about their reading practice and what they have experienced over the proposed guided reading, in order to reap the rewards of the teaching-learning process and think of new challenges and achievement.