When children talk about their school and teach (us)...

Abstract

The work we have done throughout our career, with extensions in Brazil in particular, shows - if necessary - what children are capable of doing and what they expect from their own narrative skills, echoing in us what we can expect from them in education, training and research, linking lived knowledge and academic knowledge. However, if narration continues to be undervalued in the world of reflection, it is the true "human characteristic" (VICTORRI, 2002) that constitutes us as humans in the deepest sense of the term: without it, our reflectivity would not advance, our learning would not take place or would be poorly done. So, why not take into account narration and cultivate it from an early age, especially in school? And what if we told a story, our story with others and among others, in search of and listening to this primitive capacity for narration-reflection that accompanies us in all ages of life?