Resumo

BOUTEILLER, Eveline. Writing, text and reading: issues to the teaching of psychology. Psicol. educ. [online]. 2013, n.37, pp. 103-109. ISSN 1414-6975.

In this professional experience report, the intention is to connect writing, reading and text and their role in knowledge production during the psychologist's academic education and postgraduate programs. The place of writing has been bureaucratic as, most of the times, writing serves merely as evaluation, which means that the student repeats what is already known. The intertwining between reading and writing - and this is the way in which the text should be understood - also occurs in similar terms: the students read a lot to acquire knowledge and to learn how to write like the academia prefers to read. Writing and reading will become important in the psychologist's education when they are understood as creative processes that attribute new meanings, and when writing ceases to be only a form of evaluation.

Palavras-chave : writing; reading; text; psychologist's education.

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