In this paper we present a project which aims at knowledge production in interaction with teachers in teaching of reading and writing in state schools in Novo Hamburgo/RS. The proposal includes a collaborative continuing education program, in which the researchers' academic literacies interact with the social practices of teachers and their students, in order to develop didactic-pedagogical projects. The goal is to educate teachers to critically engage with knowledge and face the educational challenges of the third millennium. The process is based on an interactive view of language, which introduces the textual genres conception for the co-construction of the teaching activities. The concept of didactic sequence was expanded to incorporate reading together with writing as effective social practices. These features characterize what we are calling genre didactical projects.
genres; didactical project; writing production; reading; social practices