Reading and Writing Workshops: The Student Assistance Psychological Practice in the University

Abstract

The article analyzes the use of reading and writing workshops as a psychological practice for student support in higher education, by promoting a mediating space for the exercise of creative reading and writing and for problematizing authorship in academic practices. The workshops were held with groups of undergraduate students from two public universities, and the method consisted of dialogue circles and reading and writing activities in different textual genres. Bakhtinian discursive analysis was used to analyze the statements and writings produced by the participants. The results discuss the workshops as a space for psychological assistance capable of promoting the sharing of meanings about academic relations and practices and about the possibilities of being author-reader-writer.