Abstract

The concept of genre has shaped a robust field of study for more than four decades and remains central to the analysis of relatively stable texts used in situated communication, particularly in academic and school domains. This article critically examines the definitions of genre that have permeated diverse theoretical traditions across regions. It then reviews the main proposals for mapping families and systems of genres at different educational levels and social and professional settings. Drawing on this discussion, the article advances an original theoretical proposal addressing the limitations of these developments by identifying eight potential pitfalls, along with possible future lines of inquiry articulated through concepts such as practice, agency, and transfer. © 2025, Vervuert Verlag. All rights reserved.