Abstract
This article presents a research experience with the implementation of the school newspaper La Nueva Voz at the Cuturú Rural Educational Institution (I.E.R.Cuturú). From an ethnographic perspective, it presents the meanings students and teachers give to their reading and writing practices. The theoretical framework that guided the analysis of this study is framed within the postulates of New Literality Studies (NLS). The results, on the one hand, show aspects achieved by the students: motivation, meaningful reading and writing experiences, communicative and investigative competence, and critical thinking. On the other hand, the teachers who wrote for La Nueva Voz present aspects of their writing experience that contribute to their training as teachers: reflection on pedagogical practice, development of a sense of citizenship and social responsibility, investigative and critical skills.