ABSTRACT
The article presents reflections from a research and teaching project with high school students from a professional education institution. The paper discusses the role of fictional narratives in Social Sciences teaching as a way of enabling a shift away from a knowledge regime based on a representational model and on learning as the transmission of mental content. It sets out from the observation that this model is insufficient to account for the complexity of teaching practice, especially in face of its contemporary challenges. To illustrate this point, the article presents a pedagogical experience in which students were invited to write fictional narratives and to come into contact with different kinds of productions as part of the curricular activities of the Sociology course. This practice sought to induce an experience of inventive learning in correspondence with the creative potential of the territory in which these young people live. The investigation is ethnographic in orientation, involving the elaboration of fieldwork diaries and the analysis of students’ written production.
Keywords:
Social Sciences teaching; Fiction; Ethnography; Teaching-Learning