Abstract
This paper sketches an interpretive framework for examining the general outlines of current literacy theories and their approaches in teachers training programs. It contains four sections. The first section reviews the bases of new studies of literacy. The second section presents a discussion about some tensions between conceptions of literacy and essential concepts to understand the functioning of language in social practices. A discussion about literacy practices in teachers training programs is presented in the third section. Finally, I consider essential for mother-tongue classes to be centered on the dynamics of social interactions, at the various levels of teaching, as a way to trigger the learning processes aimed at. Under this perspective, the text discusses the relevance of approaching discourse genres in order to assure the development of essential abilities for the subject to act in the various language practices he/ she may come across. Key words: literacy, genres studies, teachers training.
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