| Summary: | The role of the written language as a practice and object of teaching has constituted an articulating axle for research projects performed by our team for the past years; in which, we continually studied the writing activities proposed by secondary school handouts of language as well as the role of the written language in programs and teaching curricula of Professors of Language and Literature. The advances and re of this research have raised more questions that motivated the need to go further and broaden our field of study. In the present project, we have focused on the reading and writing practices proposed and developed in secondary school and college classrooms within the school ladder system. The aim of this analysis is to particularly comprehend the relationships between knowledge and/or theory and methodology perspectives about writing, that are present in teaching training as well as in the teaching of specific subjects. Advances and results will be herein posted, including the emerging empiric categories analyzed: activities, bibliography, programming, students’ written resources and productions, thus narrowing the gap between evidence about supposed obstacles, tensions, and appropriations related to the conditions of the learning and the teaching of the written language in the classroom within not only different but also complex contexts
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