Memória de crianças em crônicas de escola: modos de lembrar, de narrar e de ser

Abstract

This thesis aims to show a context of a research on Social Memory of children when they meet with school experience. Such investigative movement went towards to a not well known territory, namely, which seeks for the way they adventure themselves in experiences of remembering and narrating. Under the instigation of a surrounding issue of what and the way children may remember the experience of language taken in its features of production of signification, in day by day reinvented by the processes of resignification of past, was widely considered. It was focused the children's ability of wandering and the shifts of language challenged by their ability to "produce similarities." The idea of childhood that underlay the line of investigation was inspired by the historical-philosophical and cultural pressupositions of Walter Benjamin and Paul Ricoeur.The Memory, taken according the approach of discourses which are intertwined with the social dynamics of the events permeated the epistemological field of History and, in this sense, we sought a dialog with different historians whose investigative priority is the Memory in accordance with David Lowenthal, Michael Pollack , and Pierre Ansart. In the interface with the events lived personally and those experienced by table in the context of human coexistence, children pass through experiences of memories, forgetfulness, resentments and silencing. By covering temporality, the dynamics of memory operations, embodied in recurrent social exchanges into the daily life of the relationships, are pierced by the objectal dimension. According to Paul Ricoeur (2007), which is objectionable in the formation of social memory of the events are those discourses that are liable of temporality that engenders in the circumstances of present.The motivation of this research is therefore the belief that children are able to reinvent the senses of experiences with the past and thus also reinvent the senses of life they experience by the time of their lives. By understanding the child as the protagonist of the discourse of memory, it was sought the methodological path of listening their narratives about their own school experiences, under the mediation of generator objects in accordance with the view of Ecléa Bosi and Francisco Régis Ramos, as well as the perception of the choice which involves the redefinition of resignification of these objects as the perspective of Mario Chagas. In giving voice and turn to children, the research gave them the status of protagonists of the narrative discourse. This changed the investigative path, once they once, confident in listening to the researcher, they have impressed in this research their ways of being child.