As a necessity to the development of several knowledge fields at a time of technological evolution, English for Specific Purposes (ESP) emerged in the USA during the 1960’s (HUTCHINSON & WATERS, 1987). In Brazil, ESP started its development during the late 1970’s with the Brazilian National ESP Project and even after 4 decades it has been understood exclusively as a reading course in specific areas (RAMOS, 2008). The purpose of this study is to propose a reflection-action model for ESP teaching, as well as to elucidate the way ESP has been taught at a federal public school responsible for the offer of vocational courses in Brazil. As a documental-exploratory study, we analyzed ESP program of ten out of thirty-two vocational courses, since not all of them offered the teaching of ESP in their curriculum. However, our focus was the Oil and Gas vocational course program, considering ESP basic principles and the pedagogy of multiliteracies (HUTCHINSON & WATERS, 1987; DUDLEY-EVANS, 1998; C NEW LONDON GROUP, 1996; COPE & KALANTZIS, 2009) and developing a model considering aspects of speech genres theories (SWALES, 1990; SWALES1998). With the same scope we applied a questionnaire with students and made semi-structured interviews with 2 teachers of the course: the English teacher and the engineer responsible for the teaching of technical subjects. Data analysis led us to design a reflection-action model of ESP for vocational courses to be used by and initially guide teachers’ work in Professional and Technological Education settings. General procedures described by the model are inspired by a didactic sequence, hence it is divided into: genre presentation that meets students’ needs, students’ first production, modules on sociolinguistics features, and students’ final production (DOLZ, NOVERRAZ & SCHNEWLY, 2004). The sections of the model were elaborated considering what the teachers highlighted as a good ESP course, the blanks we noticed in the program concerning the underlying principles of ESP and the pedagogy of multiliteracies as well as students’ opinions. Some of our results pointed out to the fact that ESP teaching at IFRN is still developed through reading and translation activities, privileging genres such as abstracts; the students (and the teachers) believe that the foreign language teaching should consider not only through reading, but also through oral production; and according to the teachers, aspects such as interdisciplinarity (or collaborative teaching) as well as the workload were considered important to develop a good ESP course. The model we present does not claim to be the best way to consider teaching ESP in vocational education in Brazil, but it intends to distinguish from ESP curriculums and pedagogical practices that are concerned only with reading specific vocabulary from a technical field