GENERATIVE LANGUAGES

a criterion and proposal for the selection and articulation of the contents in small children's school

Abstract

How can we determine the programmatic contents of greater significance to children in small children’s schools? The answer I present in this work is: by means of generative languages, that is, through the dialogue between teacher and pupil, taken as reading-agents and subjectlanguage of one another. Generative languages are a way of reading, a strategy of tracking and articulation, for the teacher, to identify the most significant programmatic contents in the life of children in small children’s schools. In other works, generative languages are proposals for the selection and articulation of the contents in children’s education. And, in this proposal, significant contents are understood as being languages, as instrumental knowledge, practice knowledge, self-practices, practices of self-expression, understanding and self-building, definition and exercice of possibility of intervening in the self and in the word.