The Authorship of Children’s Words: An Inalienable Human Right
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Abstract
Dominant policies, imposed in the Americas for more than five hundred years, have systematically attempted to violate this inalienable human right among dominated sectors. Thus, even today, the right to be recognized as the author of one’s own word remains “a privilege” accessible only to the dominant classes and intrinsically linked to official or officially sanctioned writing.
One of the most powerful tools for controlling the authorship of the word has been, and continues to be, formal education.
The social authorship of the word, understood as a dialectical, intra- and intersubjective process, constitutes both a basic condition of human communication and an indispensable support in the configuration of subjectivity and of individual and social identity.
The positive valuation of the child’s language of origin constitutes an indispensable prerequisite for the development of language, thought, and authorship of the word.
In this paper, we present the results of a research project aimed at designing communicative strategies that favor an autonomous subjective positioning and contribute to the development of children’s thought, while also strengthening intergenerational linguistic bridges that operate as supports for identity and culture.
This research was carried out by an interdisciplinary team in two provinces, Santiago del Estero and Tucumán, between 1995 and 1999, in suburban preschool institutions attended by children from disadvantaged socioeconomic backgrounds.
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The author/s grant exclusive license without temporary limit for the manuscript to be published in Cuadernos-FHyCS edited by Humanides the Faculty of Social Science, National University of Jujuy.
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