Alphabetization and Literacy in the perspective of a critical education urge, nowadays, as social transformation form that assures Brazilian people citizenhood full exercise. Therefore, the present research analysed the reading and the writing teaching and learning processes development in Child Pastoral, identifying the written language acquisition theories, as much as it proposes ways that would promote the communitary leaderships interactive work. These forms have their appliances in the textual genders, whether with the Child Pastoral working means or with other textual productions that have a natural tendency toward society several contexts which the Child Pastoral leaders are inserted in. The proposition is founded upon the language socio-interactionist conception and upon Paulo Freires approach which the pedagogical practices are carried out from reality interposition, from the pupils among themselves and with their alphabetizer, the process facilitator with well defined intentionality. We also followed Moreiras (1992) suggestion who operates in the texts bearers in their social functions and as a way of detecting the literacy degree among the above-mentioned Pastoral pupils. The transformations will arise from the social practice, from the conscious work of those who with reaching a well determined goal whether in their Parish or in the Child Pastoral, in their work world and so on, and, thus, seeing ahcad the new times which all human being will be able to live in, with greater dignity, the well-being ideal in this world.