Through literary reading, students can have access to the literary text as a privileged instrument for modeling the written use of language, an instrument that can help them develop into better textual producers by increasing their collection of textual experiences. The choice of approaching the phenomenon of intertextuality at school is a viable one and, for this reason, could not fail to be pointed out as a dialogic principle of language in literature classes. With this approach, high school teachers have at their disposal a very useful tool to apply in their daily activities, since there is a great need for this in the school environment.