Resumo

GIUDICE, Jacqueline; GODOY, Marcelo  e  MOYANO, Estela Inés. Reading and Writing Practices in the Framework of Teaching Psychology: Advances in Interdisciplinary Research. RMIE [online]. 2016, vol.21, n.69, pp.501-526. ISSN 1405-6666.

This article presents the results obtained from interviews with the professors of ten courses considered fundamental in the psychology major of an Argentine university. A questionnaire open to interaction asked the professors about the reading and writing practices that they promote in their classrooms. In order to triangulate information, the professors were also requested to provide samples of bibliographical material and writing or evaluation requirements for passing their courses. The results led to an initial diagnosis of professors' difficulties in guiding their students' reading and writing practices. The interaction with the teachers promoted a process of reflection that motivated positive practices in the framework of teaching psychology, and that established the bases for implementing a program of academic reading and writing.

Palavras-chave : literacy; higher education; teaching strategies; Argentina.