CHILDREN'S NARRATIVES AMID LITERARY PRODUCTIONS:

the reverse of subalternity through educational experience

Abstract

The conceptualization of childhood through cultural practices based on literature for children has been a subject of reflection. Between Sophia de Mello Breyner Andresen and Manoel de Barros, literary works have contributed to shaping the child as a social individual. Literature for children, as a cultural artifact, impacts the educational experience of children through its emancipatory motion and imaginative construction. This article aims to understand the educational experience of literature for children as a characteristic of personal knowledge and the lived experience of stories in school. Narrative methodology is used, focused on biographical processes. Biographical narratives of four elementary school pupils in Brazil and Portugal were composed. The methodological operation of data collection, transcription, validation, and analysis allows the construction of children's biographical narratives as a contemporary cultural production of childhood and the educational experience at school. The narratives are formulated as stories that signify the space-time of educational processes, contributing to the reconceptualization of childhood. The results indicate that the literary work contributes to imaginative educational experiences rich in detail. The opportunities for understanding the time and space lived between social relationships stand out. The biographical narratives portray the claim of an agency that values real and fictional stories of children at school, about their lives, signified by themselves.