En este trabajo, consideramos el material de lectura del primer año de la carrera de Psicología de una universidad estatal y describimos las concepciones de los docentes y de los estudiantes en relación con esto. Para ello, entrevistamos a docentes y estudiantes ingresantes de la mencionada carrera y recolectamos el material de las diferentes asignaturas del primer año. Analizamos las entrevistas y el material de lectura a la luz de categorías que se desprenden del marco teórico y teniendo en cuenta las emergentes también. Hallamos que en el material de lectura priman los textos académicos derivados de textos científicos predominantemente expositivos. Además, encontramos diferencias entre los docentes con mayor y menor experiencia y entre los estudiantes, según su rendimiento académico, en cuanto a sus conocimientos acerca de las clases textuales.

In this paper, we consider the reading material of the first year of the Psychology degree of a public university and we describe the teacher´s and student´s conceptions in relation to this. We interviewed teachers and incoming students of the aforementioned career and we collected material from the different subjects of the first year. We analyze interviews and reading material in light of categories that emerge from the theoretical framework and we took into account emerging ones. We find that the reading material included academic texts derived from scientific texts predominantly expository. In addition, we found differences in terms of the knowledge about textual classes between teachers with more and less experience and among students according to their academic performance.

In this paper, we consider the reading material of the first year of the Psychology degree of a public university and we describe the teacher´s and student´s conceptions in relation to this. We interviewed teachers and incoming students of the aforementioned career and we collected material from the different subjects of the first year. We analyze interviews and reading material in light of categories that emerge from the theoretical framework and we took into account emerging ones. We find that the reading material included academic texts derived from scientific texts predominantly expository. In addition, we found differences in terms of the knowledge about textual classes between teachers with more and less experience and among students according to their academic performance.