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This article discusses some partial results in an attempt to explain, from teacher and student conceptions, what happens with the understanding of academic written texts as students comply with homework assignments from these texts in two subjects of the area of study offered at the beginning of their academic formation in the university. The temporary conclusions bring to light the fact that despite the insistence of language teachers that teachers from other areas not assume responsibility before the accompaniment of the comprehension processes and the composition of written texts related to learning, in practice, these didactic concerns come to life in a struggle to somehow accompany the understanding of TEA and conceptions of beliefs these teachers from other areas have about the relationship between reading and writing and the teaching and learning of specific contents.

Comprensión de textos escritos académicos y tareas escritas en las asignaturas del área profesional: concepciones de maestros universitarios