Childhood, generations and temporalities: children’s and teachers’ experiences in dialogue
DOI:
https://doi.org/10.26512/lc.v20i41.4256Keywords:
Childhood, Intergenerational relations, Experiences, ContemporaneityAbstract
The aim of this article is to discuss how children and teachers mutually signify their childhood experiences. The study is included in the field of childhood studies. Discussion groups on diverse childhood experiences, between preschool children and teachers, held in a university toy library, are methodological strategies. Among the teachers, there is a tendency to value current childhood experiences as dissonant from an ideal lost in time. The children, on the other hand, mention technology and consumption as hallmarks of their experiences, matters that must be included in the agenda of contemporary education.
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