No abstract

This paper examines the role of writing in the context of the narrative construction of our memories, proposing this as the dialogical reconstruction of our past into our present. To do this, we will draw from Cultural Psychology, and from Narrative Psychology, focusing on the relationship between writing and narrative in the representation of autobiographical memory. The narrative representations of our memory convey specific images of our former self, affects associated to them, meanings, and interpretations that organise our subjective contents into versions of what happened and what it meant. Bearing on this, we will analyse Childhood (1984), the autobiography of the French writer N. Sarraute, to discuss the dynamics of this process exploring how memory mobilises different narrative versions, and can provoke tensions related to individual and sociocultural factors. Our focus will be on the participation of writing in this process, proposing that it acts both as the mediator of the dialogical negotiation of tensions and as the space where the narrative dynamics of memory take place. Narratives are presented as the organisation of this tension that results in the representations of autobiographical memories which, we propose, are to be seen as under construction.

Partiendo de una construcción del yo basada en narrativas el objetivo de este artículo es examinar la dialogicidad de este proceso en su versión escrita. Al escribir sobre sí, el sujeto organiza experiencias, interpretándolas al darles sentido y vinculándolas con aspectos subjetivos e identitarios. Para explorar el proceso narrativo enmarcando esta escritura se revisarán las ideas sobre dialogicidad y el funcionamiento psicológico de autores clásicos como Vygotsky y Bakhtin, junto con ideas más recientes sobre un yo múltiple y dialógico, como las propuestas por Hermans. La dialogicidad al escribirse se analizará examinando cómo el sujeto se posiciona al tomar decisiones concernientes a la construcción narrativa, i.e. qué y cómo contarse. El material de análisis que ilustrará esta discusión procederá de las narrativas personales de dos escritoras radicalmente opuestas en su forma de contar-se, Virginia Woolf y Nathalie Sarraute. Palabras clave: Narrativas, escritura, dialogicidad del yo, construcción del yo.

Learn about the Challenge Based Science Learning Project and its larger implications for the fields of Next Generation Science Learning and Open Educational Resources. The project involved 18 middle school teachers and five administrators from three U.S. school districts partnering with instructional coaches and learning sciences researchers from Digital Promise to address an ambitious educational challenge: How might we deepen engagement and learning of middle school science in our schools and beyond?

This article initiates a theoretical reflection about the importance of bringing health as a horizon in the teaching of Applied Anatomy and the potential of art as an instrument to do so. First, we look into the concept of health, using it to frame the process of learning about bodies in secondary schools. Second, we present a case study represented by a course in Applied Anatomy that illustrates how health appears directly connected to learning dynamics, in which art is used to foster students’ subjective engagement, facilitating the appropriation of what is learnt in class, and its use in their everyday life. Finally, we discuss the connections between art and anatomy, illustrating them with extracts from students’ reflections. This case study supports the explicit inclusion of health in the educational frame of Applied Anatomy, proposing it as an empowering strategy to foster self-care and healthy habits in high school students.