This monograph aims to analyze the integrative relations of discursive gender and interdisciplinarity in the degree for the training of the literacy teacher. We propose to answer the following question: “What result of teacher training subsidized by the Integrated Licenciatura are we obtaining from the perspective of the discursive genre and the interdisciplinarity for literacy?”. Interest in this theme of language, a discursive genre, has emerged as a healing of concerns related mainly to literacy and aspirations that language produces, allied to the attraction it generates in the subject in which it perceives language as an integrating and constitutive artifact of a society. We emphasize teacher education, based on innovative principles, of which I cite interdisciplinarity. I find in this dialogue an aspiration of progress to which I desire and identify myself. We present here studies and implications on the subject mentioned above. We adopted the qualitative-quantitative research perspective in the present study. The research was carried out with 20 final students of the Integrated Degree in Science, Mathematics and Languages of the Federal University of Pará, Guamá Campus in Belém, in the afternoon and evening shifts, through a semi-structured questionnaire, with 9 open and closed questions. Facing the process, we understand an important articulation of education through discursive gender for education, mainly for literacy, we bring interdisciplinarity and teacher training for basic education (in which we emphasize the Integrated Degree in Science, Mathematics and Languages) as a potent articulation to achieve success in the teaching-learning process for the Brazilian educational context.
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