Educação das infâncias : as crianças narram sua cidade.

Abstract

This dissertation pursues ways to address a thematic narrative that emerges in contemporary discussions on Childhood and Education: the child and their spaces of collective life in the city. From meetings with groups of children 8-10 years old attending the early years of primary education, in three schools of the city of Santa Cruz do Sul / RS, geographically close, these children narrate their city through the experiences lived by them. It is, to a halt in the narratives of children to broaden the debate of the curriculum in the early years of elementary school to discuss the trend of adults present and narrate the city. The scientific interest is to highlight "how" children learn in the city and not "what" learn "about" the city. The child, in its becoming human plural, mimetic and plastic, this study is understood as a social agent in history, that start from culture and produces culture, and therefore, an interlocutor cultural co-existence with other children and adults. To achieve childhoods, part of the thinking of Walter Benjamin weaving dialogues between the phenomenological approaches of Gaston Bachelard, Michel Meffesoli, Jorge Larrosa, Joan-Carles Melich and Evidential Method Carlo Ginzburg. The dialogue emerges a phenomenology of detail, while methodological strategy to achieve, in reading the letters and listening to the children on the wheels of conversations, many cities in the city.The experience, cannot be fixed by the degree of truthfulness or their content, is something that happens, it is in action: the action of utopar, to envision, to design. Thus, the study findings and capture details of the experiences narrated by the children to discuss what the city loses without the children pointing out the city as a collective space of education.