CHILDREN'S NARRATIVES AMID LITERARY PRODUCTIONS:

the reverse of subalternity through educational experience

Authors

DOI:

https://doi.org/10.12957/periferia.2024.82353

Keywords:

Cultural production of childhood, Literature for children, Educational experience, Art experience, Narrative methodology

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.

Author Biographies

André Freitas, Interdisciplinary Research Centre in Education and Development, Lusófona University

Invited Assistant Professor at the Lusófona University - University Centre of Lisbon, Portugal. PhD in Education Sciences from the Faculty of Psychology and Education Sciences of the University of Porto, Portugal. Researcher at the Interdisciplinary Research Centre in Education and Development at the Lusófona University, Portugal. Collaborating researcher at the Centre for Research and Intervention in Education ot the University of Porto, Portugal.

Fátima Pereira, Centre for Research and Intervention in Education, University of Porto

Full Professor at the University of Porto, Portugal. PhD in Education Sciences from the Faculty of Psychology and Education Sciences of the University of Porto, Portugal. Habilitation in Education Sciences from the Faculty of Psychology and Education Sciences of the University of Porto, Portugal. Senior Researcher at the Centre for Research and Intervention in Education at the University of Porto, Portugal.

Paulo Nogueira, Centre for Research and Intervention in Education, University of Porto

Assistant Professor at the University of Porto, Portugal. PhD in Education Sciences from the Faculty of Psychology and Education Sciences at the University of Porto, Portugal. Researcher at the Centre for Research and Intervention in Education at the University of Porto, Portugal. Collaborating researcher at the Art, Design and Society Research Institute at the University of Portugal.

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Published

30.08.2024

How to Cite

Freitas, A., Pereira, F., & Nogueira, P. (2024). CHILDREN’S NARRATIVES AMID LITERARY PRODUCTIONS:: the reverse of subalternity through educational experience. Periferia, 16(1), e82353. https://doi.org/10.12957/periferia.2024.82353

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