Knowledge in the field of Education and Literature transcends geographical and linguistic boundaries. Therefore, studies that establish dialogues between literature teaching paradigms in different contexts are extremely relevant to the formation of literary reader process in school environments. In this perspective, we seek to establish theoretical-reflexive interlocutions between literary literacy in Brazil and literary education in Spain, as ways to face the current literary reading crisis in schools. In order to implement such reflection, we adopted mechanisms of bibliographic research and encyclopedia entries as methodological concepts, based on authors that are specialists in such innovative proposals in the aforementioned countries, such as Cosson (2014b, 2018, 2020), Colomer (1991, 2005, 2010) and Ballester (2015). We hope to contribute to discussions about the need to replace traditional models of literature teaching with effective practices of literary reading in schools.