A dimensão narrativa do Currículo:

outro modo de pensar o encontro com bebês e crianças na escola da infância

Abstract

Abstract: As opposed to the concept of a prescriptive curriculum, this theoretical essay proposes a curricular approach based on narrative as an alternative to thinking about the encounter with babies and children in kindergarten. Initially, we problematize the way in which breadth and universality are adopted in the treatment of the curriculum, and how these two elements tend to generalize and suppress specific characteristics of the first stage of basic education. To situate the debate and support the defense of a narrative curriculum, we approach four essential topics: the perspective that human beings are a species endowed with a narrative nature; the defense that children need to be narrated, listen to narratives and learn to narrate themselves; the idea of curriculum as the link between children and the world permeated by an investigative and welcoming teaching posture and, finally, the proposition of a school that narrates and is conducted by the diversity of narratives.