CHILDHOOD AND AUTHORITY IN INTERGENERATIONAL RELATIONSHIPS: GRANDPARENTS’S NARRATIVES ABOUT CHILDREN’S EDUCATION
The article presents an excerpt from the doctoral research and aims to reflect on childhood and authority in intergenerational relationships. In the methodology, a qualitative approach was followed, using the techniques of individual and collective interviews by digital means (Zoom platform and What...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Institución: | Universidade Federal do Piauí (UFPI) |
| Repositorio: | Linguagens, Educação e Sociedade (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:periodicos.ufpi.br:article/2962 |
| Acceso en línea: | https://periodicos.ufpi.br/index.php/lingedusoc/article/view/2962 |
| Access Level: | acceso abierto |
| Palabra clave: | nfância. Autoridade. Avós e netos. Relações intergeracionais. Educação Infancia. Autoridad. Abuelos y nietos. Relaciones intergeneracionales. Educación. Childhood. Authority. Grandparents and grandchildren. Intergenerational relationships. Education. |
| Sumario: | The article presents an excerpt from the doctoral research and aims to reflect on childhood and authority in intergenerational relationships. In the methodology, a qualitative approach was followed, using the techniques of individual and collective interviews by digital means (Zoom platform and WhatsApp application). Ten individual interviews were carried out with seven grandmothers and three grandfathers, residents of the cities of Rio de Janeiro and Niterói, and a collective interview with six of their grandchildren. In this article, the perspective of grandparents on the role and the different attributions they have assumed in contemporary families is emphasized, calling into question the role of grandparents in the Education of children. The narratives show the tension between giving or not giving advice, the opposition of the participants to the idea that grandmothers and grandfathers miseducate, and affection, love, dialogue and play as valued aspects in the relationship with children. The text dialogues, mainly, with the philosophy of Walter Benjamin and the philosophical anthropology of Martin Buber. In addition to these theorists, Hannah Arendt, Myriam Lins de Barros, Françoise Dolto, Manuel Sarmento, among others, support this discussion. |
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