Pedagogia da narrativa e narratividade
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Data
2011
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Resumo
We are presently experiencing the insertion of adolescents who are or live in the streets into public schools. This leads us to a reflection concerning the teaching/learning of any contents, which should be done from the psychological, political, social, cultural and historical perspective of science. From this perspective, we aim at reflecting on text production, specifically about narrative from and for children in need, who finds in school the germ that inhibits writing, since the priority in creative writing classes is to quantify the "mistakes" made by the students. As a final consideration of this paper, we emphasize that a teacher who works specifically with children in need could prioritize the production of narratives referring to their lives in general, such as personal experiences, festivities and aguish.
By working on the narratives mentioned above, the teacher, supported not only by linguistic theories but also by anthropological ones, would become familiar with the students' realities and would be sensitive to the narratives they produced, while keeping in mind that they express a fragilized emotional reality (in need) and not dominated (adolescents).
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Palavras-chave
Narrativas, Narrative, Narratividade, Escolas públicas, Narrativity, Children in need, Public schools, Adolescentes carentes
Citação
COUTO, Elza Kioko Nakayama Nenoki do. Pedagogia da narrativa e narratividade. Travessias, Cascavel, v. 5, n. 2, p. 10-25, 2011.