Taking into account the social representations that children have about their school environment, interviews were done with 19 children ofelementary schoollevel, with age from 8 to 14 years old, in the city ofSalvador, Bahia, Brazil. The hypothesis were that the standards of assessment of one individual about the environment interfere in the ways of interaction with the environment. The interviewer asked each child to report what thought was important about school environment and activities. Content analysis of the child reports, showed 7 significant categories of analysis. The results showed that children, arising from poor group, valorize the school, because display a perfect integration to the scholar space and to the schooling reality.
Social representations; school failures; children; school