Teorias narrativas em educação: narrativas e teorias vividas nas aulas

Abstract

In order to share a notion of class, we took a narrative exercise in postgraduate education. We took life in coexistence, supported by Bakhtinian philosophy of language The human being, the only animal capable of creating different languages, is born extremely fragile. We are formed by living together and learning from others, in a unique way. The other person who offers you a lap needs to work, a teacher takes on this role. The classroom is the institutional space-time of this place of the other. Because we learn to live together in coexistence, anyone who has not the opportunity to create and share creation doesn't see the point in the human capacity to create. The children's creative formation becomes meaning less and,  without someone to listen to/see their creative initiatives, learning won't happen. Years ago, our group invited teachers to narrate their lessons to solve the problem of researching teaching practices, and it made sense, knowledge happened, self-esteem grew: the narrators became author-creators of their narratives, research and lessons. When we invited postgraduates to write “How do they call me?” the remembrance of loved ones and the shock of some forgetfulness, the understanding of the ethical, cognitive, aesthetic and political role of narrative writing; their replaceable and irreducible value of a person to their social role, enabled philosophical, political, historical and artistic conversations, because we offered and they accepted despite the expectation of theoretical references.

Key-words: narrative; bakhtinian studies; philosophy of language; author-creator; aesthetic positioning