This dissertation, requested by Profletras (Professional Master's Program in Literature), is inserted in the research line Reading, Writing and Teaching of Portuguese Language, from a socio-interactionist perspective, focusing on reading strategies in the digital context. Firstly, a bibliographic research was carried out to support the design of the intervention project, carried out with students from the EJA (Youth and Adult Education Program) of the school called Vai Quem Quer, located in

the rural area of Monte Alegre, in the state of Pará The general objective of the project that resulted in this dissertation was, based on the analysis of an intervention project focused on links as constituent elements of reading strategies, the feasibility of inserting the hypertext as a didactic reading support in the scope of Portuguese Language teaching . The genre selected for the strategic reading process was the lyrics, in which links were developed with the objective of providing readers with information that added to the previous knowledge they already had about the proposed theme, so that the reader could reach an understanding more meaningful in your process as a reader. In addition to the hypertexts, conventional texts were provided, the printed ones, that dialogued with the hypertexts in a way that complemented for the expansion of information. For this development, the research was anchored in Koch (2011,2012), Solé (1998), Colomé & Camps (2002) with regard to reading strategies, Bakhtin (1997), on language theory; Xavier (2009) and Marcuschi (2004) in studies directed to hypertext; Gomes (2011) in the didatização of the links and Lévy (1999) in what refers to the collective intelligence, among others. As a result, the research proved to be positive in the sense of linkage for specific purposes, in the

informative case.