Read and Write in a University Technical Career

In this paper, we aim to describe the reading and writing practices that a university technical career developed them. As theoretical bases, we are based on the concept of Academic Literacy and on the premises of the Anglo-Saxon pedagogical movement Writing across the Curriculum. Methodologically, this study is framed within the qualitative approach and is defined as an exploratory and descriptive research, as an instrument of data collection we use the in-depth interview conducted to seven specialist teachers. As a result, we obtained that, despite the teachers' insistence on the technical nature of the career, reading and writing are protagonists and indispensable practices in teaching and learning; however, the epistemic and social potential of these processes is unknown, which results in the student not being accompanied and integrated into the active participation of the disciplinary community.