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This investigation sought to characterise the importance of getting students and teachers involved with the Living Library Project in primary school, especially with 5th grade classes, because they are in a transitional period, i.e. they are at the end of the 2nd cycle and the beginning of the 3rd cycle, in the pedagogical practice of reading and writing, in order to analyse the conceptions that arise from it and its manifestation in teaching. In this sense, we perceive the conceptions of the development of the act of reading and writing as subsidiary aspects of a way of working pedagogically, which includes method, teacher-student relationship and understanding of learning, which can start from the work of the library, in helping classroom teachers with positive results, to those who bet on the proposal. To carry out the research, we chose participant and qualitative research as our methodological approach. We used a questionnaire, indirect observation and the production of texts related to reading in the classroom and library.