CREATIVE PRACTICES AND AFFECTIVE BONDS IN THE CLASSROOM: A NARRATIVE STUDY

Sánchez Sánchez, María; Prados-Megías, María-Esther

doi:10.1590/1980531410076_EN

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BASIC EDUCATION, CULTURE, CURRICULUM • Cad. Pesqui. 53 • 2023 • https://doi.org/10.1590/1980531410076_EN copy

CREATIVE PRACTICES AND AFFECTIVE BONDS IN THE CLASSROOM: A NARRATIVE STUDY

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

The life stories of two female teachers delve into the type of teaching practices during the democratic transition in Spain. The narrative biographical research, through the use of biographical accounts, investigates the decision-making and practices that made the classroom an emancipatory space. The analysis focuses on the type of creative practices, the basis of educational, collaborative and democratic action. Literary creation and theatrical works, together with the students, fostered autonomy, confidence and a love of learning. These innovative practices, for the time, can be considered today as disruptive practices which, together with the importance of affective relationships and the revaluation of artistic spaces, constitute the basis of pedagogical action.

TEACHER; LIFE STORIES; BIOGRAPHY; CREATIVITY

In-depth interviews: Narrative encounters (Leite-Méndez et al., 2019Leite-Méndez, A. E., Rivas-Flores, J. I., & Cortés-González, P. (2019). Narrativas, enseñanza y universidad. In M. C. Rinaudo, P. V. Paoloni, & E. B. Martín, Comunidades: Estudios y experiencias sobre contextos y comunidades de aprendizaje (pp. 63-73). Eduvim.)
Participants		Age	Profession	Interview
Concha		76	Retired teacher	8e/2h
Paqui		62	Early retired teacher	6e/2h
Concha’s students	Helena (H)	40	Elementary school teacher	1e/1h
	Alicia (A)	41	Employee	1e/1h
	Marco (M)	42	Employee	1e/1h
	Monica (Mo)	42	University professor	1e/1h
In-depth interviews: Narrative encounters (Leite-Méndez et al., 2019Leite-Méndez, A. E., Rivas-Flores, J. I., & Cortés-González, P. (2019). Narrativas, enseñanza y universidad. In M. C. Rinaudo, P. V. Paoloni, & E. B. Martín, Comunidades: Estudios y experiencias sobre contextos y comunidades de aprendizaje (pp. 63-73). Eduvim.)
Participants		Age	Profession	Interview
Paqui’s students	Olga (O)	46	Employees	1 group interview (2 hours)
	Yolanda (Y)	45
	Herminia (He)	45
	Sonia (S)	46
	Lali (L)	46

Phases	Process
Transcripts	The information gathered in the meetings is literally written down in a document. It is given to participants for review, modification, and discussion
Sense cores	Through careful and slow reading, the set of topics that appear in the narratives of each of the participants is extracted, organizing them into a single list
Categories of analysis	Topics are grouped by analytical categories
Categories of interpretation	The categories of analysis are explored in order to establish what they tell us and to investigate the contexts and experiences of the participants who construct their trajectories
Construction of the interpretative story	The construction of the story is shared between the participants and the researcher

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[1] TRANSLATED BY Ángela Villegas Prados^III