Questioni di “personae”. Note sulla epistemologia della letteratura oltre l'”infanzia e l'adolescenza”, oltre “i bambini e le bambine”

  • Alessandra Mazzini


Literature and children’s literature are able to offer models, representative figures, exempla, becoming a tool through which to grasp extraordinary elements of historical and social analysis. However, if you look at the paper characters drawn in it in their essence and uniqueness, according to an idiographic arrangement that appeals to the epistemological specificity of pedagogy itself, the narrative offers an extraordinary repertoire of single cases, of people, with a name and a surname who are able to say "I am", caught in their specificity, prerogatives and unrepeatability and recognized precisely in their ability to always exceed, as also happens for every human person, norms, laws and categorizations.

Only if this perspective is followed, attentive to the individual stories of each one, which is the specific point of view of pedagogy, then it is possible to descend in a "vertical", and therefore substantial, way also in the educational and training itinerary lived by each protagonist of paper. Only by proceeding along this epistemological itinerary the literary character will stimulate a recipient to identify with him and consequently to choose to let himself be compromised in an educational relationship, realizing that experience narrated in his own personal history and in his own interiority.