The present work has as objective: to show the contributions of the discursive genres, in the literacy and literacy of the students of the 3rd / 9 in the classroom. For this reason, we have developed a work based on the guidelines of the project "Rotating Laboratory of textual production in the Literacy Cycle" (PIBEX-UFPA), of the Integrated Degree in Science, Mathematics and Language Education in two public schools in the metropolitan region of Belém. The third year of the cycle is the one that most favors and is charged the textual production. However, the diagnosis showed that only a small representation of the class was between the syllabic and alphabetical levels. Because of this, parallel to the work of textual production, we try to work on some specificities in favor of advancing non-alphabetic students as well. The emphasis was on the work with the discursive genres selected for this phase of the research that went to music and fable, we selected these discursive genres because we consider that it signals a lot of the challenges and advances in that group, as we will discuss. The stages of the work sought to intervene in the difficulties. Therefore, the methodology was configured in a research-action Severino (2007), in the relation with studies of: Ferreiro & Teberosky (1999), Bakhtin (1997) and Koch & Elias (2006). Some of the results showed that when we relate the activities to the daily life of the students, their engagement in the work with the textual production and advances in the levels of psychogenesis.
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