This theoretical essay works around the changing place of reading and writing, not only in the learning environments but in the society. It brings into consideration the development of ideas as an extremelly important resource when it comes to presenting reading and writing in these contexts. Such development can arise when Bakhtin's concepts around ideology (system of ideas) and dialogue become the guiding principles of any pedagogy that is interested in reading and writing processes.This text addresses the different ideologies of the writing processes (traditional, cognitive expressivist, and socio-epistemic), and it concludes that the socio-epistemic posture expressed through the pedagogy of the writing genres responds better to the concepts of ideology and dialogue, being this one the most solvent to assume processes of reading and writing concerned with the development of ideas.This theoretical essay works around the changing place of reading and writing, not only in the learning environments but in the society. It brings into consideration the development of ideas as an extremelly important resource when it comes to presenting reading and writing in these contexts. Such development can arise when Bakhtin's concepts around ideology (system of ideas) and dialogue become the guiding principles of any pedagogy that is interested in reading and writing processes.This text addresses the different ideologies of the writing processes (traditional, cognitive expressivist, and socio-epistemic), and it concludes that the socio-epistemic posture expressed through the pedagogy of the writing genres responds better to the concepts of ideology and dialogue, being this one the most solvent to assume processes of reading and writing concerned with the development of ideas.Cet essai théorique porte sur les variations des modes de lecture et d'écriture dans un contexte académique et sociétal. La formation idéologique y est considérée comme un recours d'importance dans la présentation de la lecture et de l'écriture dans ces deux contextes. La formation des idées prend son origine lorsque les concepts de Bakhtin d'idéologie (système d'idées) et de dialogue se convertissent en principes directeurs des pédagogies s’intéressant aux processus de lecture et d'écriture.Ce texte aborde les différentes idéologies des processus d'écriture (traditionnel, expressivo-cognitive, socio-epistémique) et conclut que la philosophie socio-epistémique exprimée au travers de la pédagogie des styles d'écriture répond davantage aux concepts d'idéologie et de dialogue, plus à même de développer les processus de lecture et d’écriture de la formation idéologique.