This paper discusses the tendencies of production on genre and education in the period of 1990 to 2000, based on research that studied master degree dissertations completed in graduate programs in Education at the following universities in the State of São Paulo: UFSCar, UNICAMP, USP-SP, and PUC-SP. The chosen methodology required the complete reading of all the dissertations, identifying in each of them aspects such as: theme, methodology, theoretical references, tutor’s name and sex, year of conclusion, and the use or not of the category of genre. The dissertations were divided into two groups: those that had used the genre category and those that had not. The analyses of the dissertations revealed that, despite important contributions, the works dealing with genre and education still need to be strongly debated and further studied, expanding theoretical references and seeking to imbue the category with the multiplicity idea from which it has emerged.