Rodrigues, Gabriela RochaBatista, Cláudia Cibele da SilvaRodrigues, Edinilson de OliveiraGalé, Helen Sara Batista2026-08-202026-08-202026-07-28BATISTA, Cláudia Cibele da Silva; RODRIGUES, Edinilson de Oliveira; GALÉ, Helen Sara Batista. O gênero conto nas práticas de leitura e escrita no 9º ano do Ensino Fundamental: um estudo sobre dificuldades de aprendizagem em uma escola pública estadual de Mucajaí-RR. 2026. Trabalho de Conclusão de Curso (Licenciatura em Letras) – Instituto Federal de Educação, Ciência e Tecnologia de Roraima, Boa Vista, 2026.https://repositorio.ifrr.edu.br/handle/123456789/465This research aims to analyze the use of the short story genre in reading and writing practices in a 9th-grade class of a public state school located in the municipality of Mucajaí, in the state of Roraima, taking into account the learning difficulties presented by the students. The study is based on the concept of language as a social, historical, and interactive practice, understanding reading and writing as processes of meaning-making that require pedagogical mediation, cultural background, and active participation from the individual. The short story genre was chosen for its educational relevance in middle school, since its brevity, narrative unity, presence of conflict, and thematic diversity favor full reading, analysis of narrative elements, and the creation of original texts. The research is characterized as qualitative, descriptive in nature, and is configured as a case study. The methodological procedures involved observing Portuguese language classes. The theoretical framework is based on studies on language, text genres, reading, writing, literature, and literary literacy, with emphasis on Bakhtin, Marcuschi, Antunes, Kleiman, Solé, Koch, and Elias, among others. The data analysis was organized into categories related to reading comprehension, teacher mediation, and learning difficulties. The results indicate that systematic work with short stories helps increase students' interest in reading, supports understanding of narrative structure, and improves aspects of text production. However, they also show persistent difficulties, especially in making inferences, organizing ideas, and using cohesion and coherence resources. It can be concluded that the short story genre is a relevant educational tool for teaching Portuguese, as long as it is worked on through planned strategies, contextualized, and linked to reading, speaking, language analysis, and writing. It can be concluded that the short story genre is a relevant educational tool for teaching Portuguese, as long as it is worked on through planned strategies, contextualized, and linked to reading, speaking, language analysis, and writing.pt-BRAttribution-NonCommercial-NoDerivs 3.0 BrazilConto (gênero textual)AprendizagemEnsino de língua portuguesatcc_graduacaoLINGUISTICA, LETRAS E ARTES