O ensino como arte narrativa

Abstract

We owe the psychologist Jerome Bruner the distinction between paradigmatic cognition and narrative cognition, two forms humans use to understand the world and to give meaning to their existence. Paradigmatic cognition resorts to conceptualizations or categorizations that are organized so as to achieve an ideal of description and explanation of logical-formal nature. It focuses on models that isolate the general causes of phenomena and seeks to identify procedures that can corroborate or reject empirically testable hypotheses based on logicaldeductive processes. In narrative cognition, reality is understood through good stories. Through a plot in the narrative, the action of one or more characters is structured in space and time and gives meaning to existence. The use of narratives that can be used as catalysts for learning has been a particularly interesting field in education called narrative teaching. In this article, I will describe the generic principles that can be used to structure a narrative approach at the level of teaching, and how the classroom can become a place to share narratives and to co-build meanings. I will also present the results of research and studies that show their effectiveness in terms of content learning and the development of competences in the students.