Filosofia e literatura: identidade narrativa no ensino de Filosofia nas infâncias

Abstract

This study investigated the contributions of Paul Ricoeur’s concept of narrative identity to the teaching of Philosophy in childhood, through the dialogue between Philosophy and Literature. Developed with fifth -grade students in the early years of Elementary Education, the research adopted a qualitative approach inspired by narrative hermeneutics, understanding literary reading as a formative experience. The pedagogical pathway was structured through the reading of the short story “As margens da alegria”, from the collection Primeiras estórias, by João Guimarães Rosa, articulated with writing in Reading Diaries, understood as spaces for the narrative elaboration of lived experience. The interpretive process made it possible to understand that literary reading fostered initial processes of self -understanding, temporal organization of experience, responsiveness to alterity, and the emergence of authorship, configuring identity as an open and provisional narrative construction. Within this movement, the articulation between Philosophy and Literature expanded the interpretive experience, mobilizing memory, affect, and imagination, and enabling children to reinscribe lived experience in language, attributing new meanings to their formative trajectories. As an outcome of the research, the Trail of Narrative Mediations in the Teaching of Philosophy in Childhood was developed, conceived as an open formative pathway grounded in the articulation of reading, writing, and philosophical reflection. Through interpretation, it became evident that narrative identity, in the school context, did not present itself as a concept to be applied, but as a living formative experience, fostering processes of self-interpretation, ethical responsibility, and imagination of the possible.