El pensamiento narrativo: una experiencia lúdica en la elaboración de relatos con niños de primer grado en básica primaria

Abstract

This research was performed in the INEM Francisco de Paula Santander College Day afternoon with first grade students of elementary school and is geared to stimulate a development proposal narrative thought, recreational and creative nature in which children can integrate their needs imagination and expression through language. Given that "The city is an imaginary representation, a symbolic discursive construction of the imagination, and above all, of language." (Coy, 2007, p. 67), the proposed approach it through the exploration strategy of the most recognized by students in the local environment, in order to motivate and encourage the development of narrative spaces are encouraged, in the context of pedagogy by project, which integrates the inquiry and research training in the classroom, based on the concept of knowledge developed by the members of the project, significant for all content. Thus, it is determined to start the formulation of Project Aula called urban narrative explorations as part of the Educational Research-Action, with the intention of reflecting the process of teaching practice. A conceptual review of what is meant by narrative -Gudmonssdottir is done, (2012), Jackson (2012), among others in the educational context, and emphasis on the narrative perspective as an act of knowledge is made and, in the form of narrative thinking, cognitive theory raised by Jerome Bruner (2003); the main features of the stories that will be considered in the interpretation of the stories produced by children are highlighted and highlighting, exploring situations and / or human intentions linked to the context of emotions. The playful nature of literary narrative evidence, through connections and conceptual elements common between the story and the game, rescuing his imaginary and symbolic dimension, linked to cultural creation, supported in authors such as Montes (1999), Huizinga (1987), Jones (1998). And the importance of opening the field of narrative work in the classroom, from the exercise of the teacher as facilitator of texts, through storytelling and reading aloud, aimed at the promotion and development of stories and oral histories arises , graphic and written by students. Classroom Project was ordered in 4 phases: urban routes, stories and city, town characters, exploration and imagination; stories which emerged in the process and made by children up. Three (3) entries for activity in total twenty-seven (27) interpreted stories were selected. It was found that each phase allowed exploration or close to characteristic forms of narrative, as the myth (phase 1), drama (stage 2), the autobiography (phase 3) and fantasy (phase 4). In them, the children showed their desires, fears, thoughts and emotions in the context of their experience. It also concludes that the teacher and cultural promoter of stories and histories, founds the space of poetic play with their students, builds and expands as a social fabric, giving rise to significant creations, prepared individually and collectively, to communicate the visions, values ​​and hopes of their community.