Lectura y escritura académica: significados y prácticas de docentes universitarios

The objetive of this work is to analyze the meanings and teaching practices of university professors regarding academic Reading and writing in higher education. A qualitative study was carried out with a collective and instrumental case design, where three teachers from differnte disciplinary areas participated. It was found that two of the teachers consider that their role is to instill Reading and writing in their students, on the other hand, one teacher indicated that it is their responsability to teach academic Reading and writing. The three teachers approach writing practices, but not Reading, intertwined, that is, practices where they intervene in the process of production of writings.