Memory and sense in chidren’s narratives: Vygotskian inspirations for research in school context

Abstract

Reading the “Preface” to the book The Development of Memory has pushed us to analyze an activity registered during a project on memory and narrative, carried out in the contemporary school context. We have chosen two points arisen in the text: the “age” – ways of conceiving human development – and the “semantics” – ways of conceiving signification of lived experience. Children’s accounts have led us to consider the intertwining between memory and personality, perezhivanie and conscience. In the situation of collective remembering provided by the school, what the children elaborate about familiar stories are traces of the comprehension of their very life.