THE INTERFACE BETWEEN IMAGE, THEORY OF MIND AND SCHOOL PERFORMANCE

Abstract

This article aims to characterize the performance of students of the 5th grade Elementary School in Pragmatic Function and Theory of Mind with comprehension and expression mediated by writing, produced from images, according to the average school performance. The results show that students with better school performance were the most successful in the theory of mind task, providing evidence for the fact that the development of this ability can interfere with the quality of written production and comprehension, being associated with the characteristics of school performance.