Abstract The following paper focuses on the description and exemplification of a strategy which is the core of the Academic Reading and Writing Program (PROLEA, for its acronym in Spanish) conducted at the Universidad de Flores (UFLO), in Argentina: the "negotiation between professional peers" or "negotiation between teaching partners". The Program's pedagogic design is based on the Sydney School's developments in Systemic Functional Linguistics (SFL). The negotiation between peers comprises the work between a professor on academic and professional literacies, who is a member of the Program, and the professors of each of the specific subjects involved. In order to successfully implement the SFL pedagogic proposal at this educational level, the realization of the negotiation between professional peers is necessary. This negotiation entails a series of agreements between the professors involved about the teaching of the curricula contents through reading and writing tasks. First in this paper, the negotiation between peers is characterized, and its function and value in the Program are highlighted; second, two scenarios of application are presented in order to show this strategy's contribution as well as its difficulties and the way of resolution of the problems found.

Abstract: This article presents the results obtained from interviews with the professors of ten courses considered fundamental in the psychology major of an Argentine university. A questionnaire open to interaction asked the professors about the reading and writing practices that they promote in their classrooms. In order to triangulate information, the professors were also requested to provide samples of bibliographical material and writing or evaluation requirements for passing their courses. The results led to an initial diagnosis of professors' difficulties in guiding their students' reading and writing practices. The interaction with the teachers promoted a process of reflection that motivated positive practices in the framework of teaching psychology, and that established the bases for implementing a program of academic reading and writing.

Resumen: Este trabajo presenta los resultados obtenidos a partir de la realización de entrevistas a profesores de diez materias consideradas troncales en la carrera de Psicología de una universidad argentina. Se utilizó un cuestionario-base abierto a la interacción, que los interrogó sobre las prácticas de lectura y de escritura que promueven en sus aulas. También se les solicitaron muestras del material bibliográfico y consignas de escritura o de evaluación propuestas como requisitos de aprobación a fin de triangular información. Los resultados arrojaron un primer diagnóstico sobre las dificultades que los profesores tienen para guiar las prácticas de lectura y escritura que sus alumnos deben llevar a cabo. La interacción con los docentes promovió un proceso de reflexión que pudo dar inicio a una incidencia positiva en sus prácticas en el marco de la enseñanza de la carrera y sentar las bases para poner en marcha un programa de lectura y escritura académicas.