A competitive program called “Writing the Future (Escrevendo o Futuro)”, developed withthe aim of improving written production at Brazilian public schools may gain importance in a contextwhere meaningful reading and writing skills are considered key factors to social inclusion and to personal,educational and professional achievements. This paper will begin by presenting an overview of theBrazilian Competitive Program “Writing the Future (Escrevendo o Futuro)” developed using a genrebasedapproach, before proceeding with the following objectives: a) to analyze written texts produced bystudents who used the Program’s didactic sequence as a learning tool of the didactic intervention work,and b) to debate critically teaching writing at school with such a program. Didactic sequences are definedas a group of school activities systematically organized within a class project (Dolz & Schneuwly, 1998:93) aimed at developing students’ language capacities. The texts were analyzed according to two dimensions:a) the criteria established by the program itself; b) the language plans that constitute any text (accordingto Bronckart, 2003). As a preliminary result, the levels of (in)adequacy of the texts produced inthe genre taught in the didactic sequence may be stressed, as well as the type of difficulty of linguisticaccuracy in general. Another result is the kind of pedagogic practice underlying the proposal, togetherwith the different dimensions of teacher education it may involve.