Desempenho escolar do estudante universitário e aspectos metacognitivos da leitura

Abstract

This article discusses the relationships between the scholarly performance and the practices of reading at the university. It comes to the conclusion that the material of the student's reading are often photocopies of originals what means a lack of context for this reading. This reality is an obstacle for the development of a dialogue between reader and author. The present work suggests possibilities of changing the docent's and the student's attitude in order to form readers that are not only decodificators. These suggestions are based upon metacognitive studies about the act of reading.