%0 Journal Article %T Tutorial interaction, socio-cognitive position, and comprehension: privileged sophomore students in college science classes %A Constanza Ruiz Danegger %J Investiga£¿£¿es em Ensino de Ci¨ºncias %D 2000 %I Universidade Federal do Rio Grande do Sul %X Students construct a socio-cognitive position in the classroom as a function of the study self-contract made with the institution, of their dedication, and of their ¡°basis¡±. From this position derives the possibility of establishing or not a tutorial interaction with the teacher, under conditions of strong teaching massification and homogenization. In this paper we report on two types of privileged students ¨C the ¡°best¡± and the ¡°constant¡± ones ¨C who share objectives regarding comprehension and learning but have different ¡°bases¡±. We report their value judgments about the classes they had, and the relative importance assigned to the contents. The way the initial studey self-contracts are regonatiated, in order to adapt institutionally, is also reported. %K tutorial interaction %K study self-contract %K socio-cognitive position %U http://www.if.ufrgs.br/ienci/artigos/Artigo_ID58/v5_n1_a2000.pdf