Prácticas de lectura y escritura en la formación de profesores de educación primaria

The main purpose of this text is to study how students in teacher training read and write, as well as the challenges they face in these practices, since this is still a pending task for educational research. In this way, this work intends to contribute to the discussion on academic literacy processes in teacher training based on two focus groups, in which 14 third-semester students of the Bachelor's Degree in Elementary Education from two Teacher Training Colleges participated, one of them directed to the rural context and the other to the urban one. The focus groups made it possible to explore what students read and write most frequently, the difficulties they have with these practices, their attitudes in relation to these processes, strategies for reading and writing, as well as possible alternatives to accompany them in the academic literacy process. The results show the importance of the accompaniment of the trainer of trainers to join their discursive community, and its close relationship for academic performance, thus showing that the teacher's role is not only to promote meaningful learning but also to facilitate dialogues.