The purpose of this research is to teach metacognitive strategies with a focus on inference based on the news genre under the heading “Job vacancies”. As a result of the investigation, we propose the creation of a pedagogical notebook with activities that focus on this teaching, as we believe that, in addition to assisting in reader training, offering models of possible reading strategies, the study of texts in this genre also makes it possible to a reflexive use of social application. This research is justified by the fact that students have great difficulty understanding what they read, a result of several factors both internal and external to the school environment. This difficulty stands out, above all, in a context of expansion of the means of communication in which new texts emerge and circulate, requiring diverse and new strategies, both cognitive and metacognitive, for reading comprehension. Based on these reflections, what can the teacher do in the face of these challenges? How can we contribute to the formation of autonomous and critical readers and, therefore, capable of fully exercising their citizenship? To this end, this research is developed based on a bibliographical survey in which the following question will be sought: which reading teaching strategies can develop inferential capacity based on the news genre under the heading “Job Vacancies” in 9th grade classes year of Elementary School? We suggest as a possible pedagogical mediation the use of metacognitive reading strategies, since a text requires from the reader both linguistic and extralinguistic knowledge stored in their memory, thus covering linguistic knowledge, encyclopedic knowledge, knowledge of the communicative situation, the of genres and textual types, in addition to stylistic knowledge, as well as knowledge of other texts that circulate in society to construct the meaning of the text. In the interaction mediated by the text, reader and author must share, at least partially, the same knowledge (Koch; Elias, 2012). As a general objective, it is proposed to develop activities using metacognitive strategies that can develop in 9th grade students the ability to infer from the aforementioned genre. The possibility of helping students to read more properly, that is, to read fluently and critically, contributes to reducing school dropout rates, as shown by several recent researches and, in turn, to the full exercise of citizenship. We base it theoretically, among others, on Kato (1987, 1990), Solé (1998), Kleiman (2002, 2004); Leffa (1996, 1996a, 1999); Marcuschi (1996, 2008); Menegassi (1995, 1999, 2010); Koch; Elias (2012) and Palomanes (2018, 2021).