Imagining for Inclusion: educational reflections based on the series *Anne with an E*.
DOI:
https://doi.org/10.48017/dj.v11i4.3921Keywords:
school inclusion, teacher training, critical pedagogyAbstract
This study aims to analyze the pedagogical reflections presented in the series Anne with an E, through a qualitative approach of a bibliographic and interpretative nature, grounded in authors who discuss teaching practice, inclusive processes, and the development of creativity in education. Set in the late nineteenth century, the series portrays a traditional and exclusionary educational system in which the protagonist, Anne Shirley, stands out for her imagination, intelligence, and sensitivity in the face of school and social challenges. The narrative raises discussions about the role of the teacher, social prejudice, the difficulties faced by students who do not conform to the standards of the time, and the ways in which the school environment may or may not contribute to the development of students’ autonomy and self-esteem. The analysis focuses on the relationships between Anne and her teachers, the experiences lived within the school setting, and the pedagogical elements that either approximate or diverge from contemporary teaching approaches. As a result, aspects that contribute to a more inclusive teaching practice are identified, such as attentive listening, the welcoming of differences, the encouragement of critical thinking, and the appreciation of subjectivity. The study demonstrates how the character’s trajectory can inspire educators to rethink their practices, fostering a more meaningful, empathetic, and transformative education. It is concluded that Anne with an E goes beyond the limits of a fictional work and constitutes a rich material for pedagogical reflection, as it raises issues that remain relevant in the current educational context, such as the struggle against exclusion, the defense of the right to education, and the importance of methodologies that value creativity and freedom of expression.
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