The purpose of this qualitative research study was to find out the preservice English teacher´s reading and writing practices in embracing critical literacies and multiliteracies.During a two semesters long, in an elective course, we observed, discussed and advocated to them approaching texts, the lesson design and their implementation through the lens of repositioning and empowering them as resistant to social injustices and as guiders of the new generation of a more conscious and independent citizen.The research questions at the heart of this research were: what are preservice reading and writing practices?And how can preservice teachers connect these reading and writing practices to the development of critical literacies and multiliteracies teaching and learning practices?The results of the research showed the way preservice English teachers think, reflect, question and problematize texts to design their lesson plans, in times of the Colombian Peace agreement whose focus is on social education and the reintegration process.Conclusions of this research displayed the need to continue working on reading and writing practices that are part of the student´s own realities, to use different texts to provoke self-reflection, consciousness and transformation, and to empower the preservice teachers to be constructors of knowledge and creators of more inclusive school curricula.