Construcción y re-construcción de narrativas identitarias en niños narrados como problema en una institución educativa.

Abstract

The present investigation / intervention aimed to understand the construction and reconstruction of the narrative identity in children narrated as a problem in the School Virginia Gutierrez de Pineda I.E.D, from the voices of the children and the school, to facilitate its re-construction and improvement of the relationship of the child with the institution. The method used was qualitative research of second order from the case study, for which we have the participation of two children that are enrolled in fourth grade of primary with 9 and 10 years, who were narrated as a problem within the educational institution; in the same time, we counted with the participation of two teachers and the counselor, who provided information about the children in relation to the school and the family. In this way, we used several strategies such as: reflexive conversational scenarios, narrative intervention, conversational narrative and categorical analysis. This work is supported theoretically in the complex thinking, social constructionism and second order cybernetics. For the development of this degree work, three categories were proposed under which the objective was answered, these were: identity narrative in children "narrated as a problem", child-school-family relationship and emergent and alternate narratives, which were made visible through reflexive conversational scenarios and gave way to children through outsourcing to de-construct and re-signify those stories that shaped their narrative identity, in a way that made it possible to visualize their resources from the -construction and the co-participation of both the advisor, the participants and the investigators / interveners, thus giving the mobilization both in the narrative identity and in the child-school relationship, generating emergent and alternate stories.