Minimal ceremonies: Institution of childhood through literary practices

Abstract

This article presents a methodological proposal for approaching pedagogical practices. The core of it consists in revealing the experiences of an action-research process (carried out in a pre-pandemic time) that found in literature a prism to investigate the construction of intergenerational relationships. To do this, we will start by recovering the “minimal ceremonies” (Minnicelli, 2018) that enabled a specific literary space to account for the way in which childhood is instituted in the relationships between children and adults.

In this article, we will start from a definition of literature that understands it in a broad sense, involving both literate readers and those who are not. The reading practices that we resume on this occasion are not those that are generated from the approach with literary texts, but with a radio project where the children have the opportunity to give and take the word within the school space.

Our questions are organized around how these political-pedagogical practices, defined from the adult positions of the educators, enable a dialogue that becomes a tool to provide new childhood experiences for the children who participate in that curricular space.