We present a study about “new literacies” in the teacher education in Spain and Argentina through the analysis of curricular policies. The research focuses on the processes that culminate in the production of written documents, and the documents themselves, as official statements that have “both 'symbolic significance' and also practical significance” (Goodson, 1995:12). The basic idea is that curricula is the result of a complex political development process, and therefore condense and crystallize both consensus and conflicts concerning the definition of a school subject. It used a qualitative interpretive approach with different data sources: in-depth interviews, primary sources (texts of national and provincial laws, documents for discussion, national and selected provinces' curricular guidelines). The documents were analyzed using critical discourse analysis (Fairclough, 2003). The paper presents the categories of analysis developed with the aim of reconstructing the discourses on “new literacies” and their involvement in broader cultural theses (Popkewitz, 2008) which organize the ideal concept of childhood, science, teaching and society in curriculum documents. The study shows relocation processes of texts from different contexts, with significant local re-elaboration and divergences from the dominant discourses in the regions.