This article shows how you performed the teaching of writing in the classroom in the Wings Program Florestania acceleration in rural public schools of the Southern Cross-Acre. The central focus is directed at the relationship between cognition, building concepts and strategies of representation of information through genres. It is understood by speech genres, in this proposal, the superstructures. The work was developed based on qualitative methodology and its theoretical framework, especially the postulates VanDijk, (2004), Lopes-Rossi (2002) and Fairclough (2001). They want to expand the question: is that when teachers set out the names of discourse genres or genre or text types, are meaning the same theoretical object? Thus, it is necessary first of all, understand what you are addressing in Portuguese classes in the program Wings of Florestania, and what peculiarities in each different comprehensive approach. The texts were collected from classroom activities by teachers Florestania Wings of the Program on Southern Cross / AC. In analyzing the texts and the results have worked to see that the way the teachers guide the discursive practices of their students in relation to multimodal texts and this work contributes to building a critical discourse of the student, and also what are the guidelines regarding the many functions and meanings of Literacy, underlying the discursive practices used by teachers. Wanted, finally, to understand how the genres are worked in the classroom in an Amazonian community.