Methodological and epistemological dimensions of narrative research in the context of the bio-cartas project: nature uniting generations
DOI:
https://doi.org/10.17058/rea.v33i1.19839Keywords:
narrative methodology; multimodal narratives; intergenerational program; dialogic learningAbstract
This article discusses the selection of narrative as the primary methodology for the project that is part of the Bio-Cartas intergenerational program, which aims to strengthen intergenerational bonds between children, adolescents and older adults. The project seeks to foster exchange through experiences and valuing local traditions. The theoretical-methodological approach developed presupposes narrative research in three dimensions that are produced simultaneously and in an articulated fashion, including (1) data sources, (2) reflective research record (constitutive of data production), and (3) the manner of knowledge production. From this perspective, the project employs letters, oral accounts and handcrafted as well as visual records to underscore the interactions among participants, placing them within historical, cultural, and ethical-political contexts. Drawing on the theories of Bakhtin and Morin, which provide essential theoretical foundations for understanding interactions and knowledge production in a complex and dialogical way, we explore how these narrative dimensions intertwine with lived experiences. This allows us to broaden what is instituted and support reflective educational practices, fostering new forms of coexistence and intergenerational learning. As a final contribution, we reflect on how narrative practices contribute to the construction of meaningful and transformative knowledge.
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