Abstract
In this article, through a case study, I question the possibilities of effective literary reading of novels by school readers with restricted access to literary works in printed book format; with significant access to electronic PDF texts and the use of secondary semiotic objects, in courses of Secondary Education Integrated to Professional Education. This study presents the preliminary results of my doctoral research, which has a qualitative nature, through descriptive and comprehensive purposes, carried out at the University of Montpellier, in France. Through the analysis performed, I try to show that the scarcity of printed books, combined with other elements such as school pressure, make reading novels a real challenge in the researched context.