Four female teachers, under the same task of discussion, assume different goals that will influence the group construction of diverse strategies in the making- information process. For this aim: (i) We come up with some categories of analysis, from an observation instrument. (ii) We offer the description of diverse didactic sequences. (iii) We analyze and compare the evolution of the interaction strategies displayed.
The joint analysis of categories offers a very useful difference between two learning strategies that are key for short story reading objectives: recovery and comprehension.