In this paper I analyze some moments of collective writing production during a school process which resulted in a production of a school journal characterized as a hybrid textual genre. In other words, I investigate the mixing of genres from school and non-school domains set up in the writing production process in the classroom environment focused here. This characterization is justified by the remissions to the other textual genres that are familiar to the actors of the process reconstructed here. They form some literacy events from students' everyday life on different social domains. In educational planning terms, the analysis of data shows that the remissions are quite unpredictable and they are caused by the actions of innumerable actors from the complex space of the classroom environment. These remissions trigger new use and reflection practices about writing and also innovations on mother language teaching.
literacy; mother language; learning gap
