This paper addresses school texts and assembles contributions from the fields of Linguistics, Education and Psychology for the doctoral thesis (PINHEIRO, 2012). It aims to make theoretical articulations between general processes for cognitive development and the construction of coherence in tale narratives as a specific expertise in written language. Studies on the fourth stage of Piaget's work (1977, 1978, 1997) were fundamental for the analysis of evidences as they provided concepts which explained the cognitive development through the processes of grasp of consciousness and logic of meanings. The field research was conducted through multiple case studies in a public municipal school in Porto Alegre. This paper presents the differences found in the students' narratives writing and the important evidences for both supporting school practices and widening the research on school written narratives.
school written narratives; operativity; coherence; significant implication