This article was built from a research with four adult readers and text producers who had a vulnerable childhood. The aim was to describe and analyze the conditions that allowed them to succeed in their literacy process and engage with the social practices of reading and writing. The verbalizations were organized into thematic units, from which the stories of each one were reconstructed. It was observed that all of them reported very significant stories referring to reading during their childhood. The analyses are represented in the paper by the story of one of the four subjects. Data is analyzed by historical-cultural approach.
Reading; Writing; Vulnerable Childhood; Mediation; Affection