Reading, Narrating, and Writing in Childhood.The Will to Think from the Free Spirit

Abstract

This investigation consists of an interpretative plurigenealogical analysis, framed by the statement of a childhood open to a new unfolding, beyond the horizon of an absolute totality. The objective is to interpret the reconstructed meaning of childhood in relation to reading, narrating, and writing in elementary education. Plurigenealogy is grounded in a categorical map of the philosophy of liberation; because of this, the methodological reconfiguration is used to construct, deconstruct, and reconstruct the mystery of the object, by revealing the production of an emerging oral literature born of the will to think from a free-spirited childhood, while sharing with the community their lived experience of certain days in the world. For children, narrating is reading and writing the world, life, and living in the temporal past, in the spatiality of the world with which they relate. In the unfolding of a narrative, the tale is produced as oral literature that is written in memory, in remembrance, in experience, in the voice of their telling, signified and disseminated through the oral craft of the child as the reality of freedom in its fullest sense.