Considering that the process of literacy is a set of practices and contextualization with the real, not just reading and writing, this study has the purpose of proposing the use in the classroom of the textual genre as a teaching and learning strategy of the English language. The theoretical part was based on Pinker (2002), Soares (1999) and Bagno, M and Rangel, E.O (2005). It can contribute positively and significantly as reference material to future educators who need theoretical pedagogical support to use the textual genre recipes, as well as used by this researcher, who obtained great results.