Abstract
Reading material and learning inequalities at elementary schoolWe focus on students placed in the current context of a confrontation with the requirements of the processing of complex documents aimed at the construction of knowledge and meanings, youth albums and textbooks. This study describes how students in contrasting backgrounds make use of these materials, what they mobilize from documents and themselves. These learning materials and the language exchanges around them allow students from privileged social backgrounds to construct meanings and knowledge; but these materials allow the participation of many students from priority areas on another register, that of everyday language exchanges, where they verbalize familiar experiences.