the purpose of this paper is to analyze the different teaching strategies implemented by teachers in higher education to teach the processes behind the activities of reading and writing and to ponder which ones work properly in order to share them via an educational and didactic replica. the perspective of our reflections is a cognitive one, since this field of knowledge, apart from presenting an important methodological and categorical horizon, also reflects on the activities of reading and writing as incomplete processes in permanent need of revision and discussion. this paper goes through the following steps; first, we focus on identifying the different voices that define reading and writing as a social practice, both understood as a collection of actions, operations, and ideologies materialized in objects, texts, and exchanges of diverse nature. with that, we would like to underscore that reading and writing, apart from reacting to a particular context and history, both activities and skills have deep political implications vis-à-vis education and personal development. second, we attempt to get together successful strategies to show others, who are now starting to work in this field, that it is possible to establish a methodological road to better understand and teach both skills. finally, we want to incite the university's academic community to the construction of collaborative work networks that fosters dialogue among peers and boost the need for the creation of new spaces for reflection and action.