Representações e aprendizado da leitura

Abstract

This study (taken from a Master 's Degree in Education dissertation, defended at Paris V university), tries to show a relationship between the representations which accompany children learning to read, on the perifery of Paris and in Fortaleza, in North-East of Brazil. It appears that, among other factors, cognitive clarity helps learning while cognitive confusion makes learning more difficult has much less influence than social origin, especially in Fortaleza. The metacognitive attitudes of the brazilian children from segments of a socially priviledged society, in Fortaleza, compared favourably with the attitudes of the Paris children of all social levels, while brazilian children from underpriviledged segments of society presented very differents attitudes. On the other hand, the "pleasurable" dimension of the act of reading, enphatized by the teachers and students in France, is barely consideded in Brazil.