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This paper presents part of the bibliographic study from a master's dissertation affiliated with the Graduate Program in Science and Humanities Education (PPGECH) at the Institute of Education, Agriculture, and Environment (IEAA) of the Federal University of Amazonas (UFAM), in Humaitá, Amazonas. The objective is to weave reflections on the literacy process and the classical literacy methods. The research was supported by Cultural Studies, which enabled an analysis of literacy methods as cultural artifacts. To this end, I drew upon various published theories that contributed to reflections on the research topic. The theoretical framework is anchored in the works of Soares (2003, 2009, 2021), Mortatti (2000, 2004, 2008), Ferreiro and Teberosky (1999, 2011), Kleiman (1995), Piccoli (2009), Trindade (2001, 2005), Oliveira (2020), and Souza (2021). This study provided new perspectives on how knowledge about the literacy process and literacy methods circulates in the research setting, unveiling alternative ways of being and acting as a literacy teacher in the Amazonian context—ways that contribute to the formation of diverse teaching identities.