Stories to Build Identity
Stories, neuroeducation and affective-sexual education: how stories help the brain build identity and self-esteem
Stories have always been a privileged tool for understanding the inner world. Today we know, thanks to neuroeducation, that this intuition has a solid scientific basis: stories activate memory, emotion, imagination and perspective-taking. Therefore, they are especially useful in affective-sexual education, where identity, self-esteem, diversity and connection are worked with deeply and respectfully.
Stories as a safe framework for discussing sensitive topics
Authors such as Rudine Sims Bishop explain that children’s literature acts as:
- A mirror, when students see themselves reflected.
- A window, when they observe different realities.
- A door, when the story invites them to enter new emotional worlds.
This metaphor is key to understanding why stories allow discussion of gender, self-esteem or diversity without generating resistance. The character cushions emotional exposure: we are not talking “about me”, we are talking “about him”, “about her” or “about them”. And that opens the conversation.
The neuroscientific foundation: the brain thinks narratively
Jerome Bruner demonstrated that narrative is an essential form of thought. While logical thinking explains the world, narrative gives it meaning. When a story presents an emotional conflict, the brain activates:
- The prefrontal cortex (reflection),
- The limbic system (emotion),
- The hippocampus (memory),
- and networks of empathy and perspective.
Therefore, a well-chosen story helps students organize themselves internally.
Self-esteem, identity and difference: essential stories
- Orejas de mariposa works on the construction of self-concept and the ability to resignify difference.
- Koala, eres especial offers a framework for talking about connection and belonging.
- Cuadradito teaches diversity and flexible thinking, fundamental for coexistence.
These narratives allow creating a shared emotional language.
Gender identity and personal expression
Affective-sexual education addresses each person’s right to find themselves and express themselves. Stories like Azul. La historia de una acera or El vestido de Jacob (Hoffman) facilitate this dialogue through metaphor, without imposing readings or forcing conclusions. Students can explore internal questions safely.
Affective diversity and relationship models
Affectivity is not just romantic partnership: it is companionship, care, respect and reciprocity. Stories that present diverse relationships—such as the narrative of two turtles forming a partnership—allow recognition of the affective plurality present in contemporary society.
Theoretical readings that sustain this approach
- Bruno Bettelheim: the story as a tool for resolving internal conflicts.
- Marina Subirats: Co-education and social construction of gender.
- Catherine L’Ecuyer: the importance of wonder and meaning.
- Teresa Colomer: children’s literature and reading development.
All agree that the story is a profound way to build emotional wellbeing.
The teacher as narrative mediator
Reading does not end when we close the book. The subsequent conversation activates memory, reflection and regulation. Open-ended questions such as “What did this character feel?” or “What would you have needed in their place?” allow integration of affective learning without forcing answers. The story is the bridge; the conversation is the path.