The meme has shown itself as a significant theme to be researched due to the semantic and cultural potential that integrates it, requiring from the subjects that read them a repertoire in order to comprehend their meanings. With regard to research, it allows the study from different perspectives, starting from reading and writing (SANTOS, 2015; FERREIRA, 2018) to multiple literacies (ARRUDA, 2017; FREITAS, 2018), and with heterogeneous audiences. Given the above, our research problem starts from the following question: How can the textual genre meme contribute to develop literary literacy of students in an initial teacher training course? In general, our investigation seeks to analyze how the textual genre meme can contribute to develop literary literacy of students in an initial teacher training course (Pedagogy course) at a public higher education institution in the city of Mossoró / RN. As specific objectives, we intend to: to identify how literary literacy is understood by the subjects in training; to verify the perceptions that the respondents have in relation to reading the meme textual genre; to analyze the meanings perceived by the participants of the research from the reading of the meme, as a textual genre, from the perspective of literary literacy. As for the theoretical framework, we rely on Pontes (2012) and Silva (2005), who discuss the concept of reading and reading subject, and the conceptions of reading; Marcuschi (2010; 2011), who writes about textual genres and the emergence of these genres in the context of digital technologies; Rojo (2012, 2013), which address multiliteracies and multiliteracies at school; Colomer (2003), Balça (2013), Cosson (2006) and Zappone (2007), who study about the formation of the literary reader, the reading of literature and literary literacy, respectively; and Souza (2013) and Martino (2015), among other authors, who talk about memes. The study approach is qualitative, of an explanatory nature, characterized as an action research (RICHARDSON, 2017); held in the form of Literacy Workshops (CABRAL, 2016) in a class of 16 students from the Pedagogy course. As a methodological instrument, we use the research diary to detail the actions performed in these workshops. This tool allowed us to see the researcher's writing needs, brought reflections to the research field and gave this subject a new meaning - protagonism -, especially to perceive himself with qualifications for academic teaching. Regarding the results of the study, the respondents developed literary literacy from the use of the textual genre meme, however they recognized that they need to expand their reading repertoires, especially on literary reading. They also agreed that the referenced genre does not only characterize humor, it is necessary to understand the context of its construction, understand what is placed between the lines and infer the intentions of the speaker so that the reading reaches the right perception and promotes the participation of the subjects in an effective and literate way. In addition, they confirmed that this hybrid text presents itself as a textual possibility to be worked on in other educational spaces, as well as contributed to form them, while making it possible to broaden their understanding of working with other texts besides those that are commonly addressed in the context of school / classroom