Research, Reading and Writing in Higher Education: Trajectories of Freshmen in Humanities

University studies require students to enter a disciplinary culture where the production of knowledge and the ways of communicating, imply a learning process that teachers should guide. In order to contribute to the discussion about didactical alternatives of academic reading and writing in higher education, we link them with the development of a research carried out by students, allowing them to coordinate theoretical sources and articulate them with empirical data, obtained from inquires of reality. To do so, narratives of writing tutors enable the appreciation of an interplay between processes of scaffolding and autonomy, we presented some qualitative results from action-research cycles developed in Humanities from a public university in Argentina, that only admits students who go through the challenge of writing a paper and socialize it on academic conferences, approaching the ways of production, circulation and legitimation of disciplinary knowledge.