Clareza cognitiva e alfabetização

Abstract

This article presents in abbreviated form two quality studies (one carried out in the suburbs of Fortaleza and the other in the suburbs of Paris)concerning cognitive knowledge of children learning to read (DOWNING and FIJALKOW). The study presents an analysis of the results of the interviews as well as the motivations, objectives and operations found necessary for successful learning (LEONTIEV). The research evaluates the performance of the children (CHAUVEAU, FERREIRO). To learn to read the children, between five and nine years of age, need a mediator to introduce them to the graphonetic code and train them. It was discovered that metacognitive conceptions, exclusively connecting motives and utilitarian objectives to successful schoollearning, made learning more difficult.