Abstract

The metacomprehensive knowledge encompasses the set of personal beliefs about what which involves reading and is built from the early experiences of the subject with written texts to approach a strategic and thoughtful know. The interest of this study is to investigate how the decisions of Language and Communication teachers teaching embodied in practice could be affecting the formation of such knowledge in their apprentices. A case study was conducted in four basic round of municipal schools in a commune of the Fifth Region. The main findings allow us to see differences among teachers in their conception possessing language as object of teaching and the usefulness attributed to literacy, as well as certain characteristics of their pedagogical intervention in classroom.