This research was carried out on the perspective of a case study from the performance of the
teacher of the 6th year of Primary Education II for the teaching of the discursive genres to students of a public school in Araguaina, Tocantins state. It sought to reflect, from the planning of
didactic units of reading, production and textual revision carried out together with teacher regent
and its oral and memorial reports, how to mobilize the knowledge regarding the teaching of the
discursive genres based on the practices social skills. Its specific objectives are to identify the
foundations of teacher education that orient the practice of the Portuguese language teacher in
relation to teaching the genres; understand how the activities guided by social practices of literacy linked to the discursive genres can contribute to the teaching of Portuguese language and to
elaborate didactic units with foundations in the social practices of literacy. The theoretical basis
of the studies was the concept of teacher literacy in Kleiman and Santos (2014), the teaching of
Portuguese language from the concepts of discursive genres of Bakhtin (1992) and Rojo (2015),
in addition to social literacy of Street (2014) and Kleiman (1995, 2007; 2009). Based on the
studies and reflections we did for more than a year and the oral reports of the field diary, we
identified that the foundations of teacher teaching were based on the conception of language /
language as fixed and gender as a textual model to be followed. This research showed that at all
times teachers' knowledge acquired at the undergraduate and postgraduate levels of both teachers (research professor and research assistant) was mobilized. Through the reflections and discussions on the concepts of literacy and on the practices of reading and producing texts in Portuguese language classes, the research assistant reconstructed teaching and linguistic knowledge
and from these began to consider language / language from a socio-interactionist perspective
And cognitive aspects of reading and producing texts as possible teaching practices. These know
that without mutual help and constant re-flexing of teaching practices would not be possible to
be rebuilt and applied in the classroom
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