Considering the syntactic-semantic differences between verbs traditionally classified as intransitive, described in works such as that of Chierici (2008), which subdivides them into unergative (As crianças dançam graciosamente.) and unaccusative (Surgiram dúvidas durante a aula.), this work seeks to develop a pedagogical mediation with the phenomenon of agreement, involving these two subclasses of intransitive verbs, in texts from 8th year of middle school students. To this end, the methodology of action research will be adopted (Tripp, 2005; Thiollent and Colette, 2014), in which students and teacher-researcher work together in the search for solutions to an identified learning need: the use of verbal agreement according to the writing practices of literate society. The theoretical contribution of this research is supported by authors such as Weinreich, Labov and Herzog (2006 [1968]), who laid the foundations of variationist studies; Scherre, Naro and Cardoso (2007), who researched the structural contexts that favor the application of the rule of agreement in the Brazilian variety; Bortoni-Ricardo (2004), who established variation continuums for understanding diversity in Brazilian Portuguese; and Marcuschi (2010), who proposed a set of retextualization operations from speech to writing, which will be applied in the pedagogical mediation to be developed.