A.N.I.M.A.: AN EXPERIMENTAL PEDAGOGICAL MODEL FOR CONSCIOUS SELF-NARRATION IN FIRST-CYCLE SCHOOL

Francesco Pio Sarcina, Anna Maria Cuzzi, Giulia Ranieri

Abstract


The introduction of generative artificial intelligence into autobiographical writing raises a key educational question: who remains the author of one’s own story? Focusing on first-cycle school, this article examines autobiographical storytelling as a means of fostering meaning-making, emotional awareness, metacognition and identity development. Rather than using AI to write autobiographical texts, it proposes AI as an interpretative lens for analysing narratives already produced by students. On this basis, the article presents A.N.I.M.A., an evidence-informed pedagogical model structured around four phases: Narrative Autobiography, Inquiry, Algorithmic Mediation and Self-Awareness. Aligned with recent Italian guidelines on curriculum and AI in education, the model integrates autobiography, metalinguistic reflection, critical thinking and algorithmic literacy, shifting AI to object of inquiry. Although not yet empirically validated, it offers a framework for future classroom experimentation.

Keywords


Autobiographical narrative; Algorithmic literacy; Generative artificial intelligence; Primary and Lower-Secondary school; Metacognition

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References


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DOI: https://doi.org/10.32043/gsd.v10i3.1745

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