Bordando contos de infâncias, sentidos e experiências: a narrativa (auto)biográfica como meio para compreensão das visões de criança e de infância que nos atravessam

Abstract

This work aims to understand the construction of the visions of childhood and child of a teacher of early childhood education, through her life’s history. I have based the study on the assumption of the understanding of childhood as an experience that crosses all ages and becomes present in the constitution of what we are today. The time of being a child, discussed by Walter Kohan and Jorge Larrosa, breaks with the current seriation and chronology in the project of modernity and highlights aionic temporality, bringing the perspective of the intensity of being a child as a condition of human life. I use the biographical (auto) research approach from authors such as Delory-Momberger (2008), Ferrarotti (2010), Josso (2010), Lani-Bayle (2008), Pineau and Le Grand (2012), as a theoretical and methodological foundation in search of understanding the formative process of the person, and discuss the elements of the narrative with Paul Ricoeur’s approach. For the construction of the narrative I use the proposal of the narrative interview of Fritz Schütze, with the contributions of Jovchelovitch and Bauer (2002). In the analysis of the corpus I resort to Moraes' discursive textual analysis procedure (2003). After performing this procedure, two themes emerged that reconfigure the teacher's childhood stories: one related to his childhood experience and another, to reverberations in his adult life, especially in his way of being a teacher. It was possible to understand that the visions of child and childhood were built relating directly to the child that the teacher was and to the childhood that she lived. It is a consistent construction, from the lived experience and that constitutes the person that it is. Such visions are present in his life and in his office, sometimes reproducing his experiences, prioritizing the interests of children, understanding their limitations and seeking to make them aware of differences, as an ethical exercise of their way of being a teacher.