Contar histórias na Educação Infantil: um estudo de caso da prática de uma professora

Abstract

The present work aimed to understand how a teacher performs the work of storytelling in a group 3 kindergarten class (children from 3 to 4 years old), more specifically, to analyze the teacher's conception about the work involving storytelling; to analyze how she plans her classes; to characterize what she does and prioritizes in her routine. For this, we used a qualitative case study. For data analysis we were inspired by content analysis (cf. BARDIN, 2016). We used as instruments for data collection: total observation, the questionnaire (cf. GIL,1999) and the semi-structured interview (cf. LUDKE AND ANDRÉ, 1986). The results pointed out that storytelling is part of the routine of this early childhood education group. The teacher planned the moments involving storytelling; she selected the story to be worked on with the children; she systematized the actions when practicing the narratives; she organized the spaces; she prepared the didactic resources that would be used at the moment of storytelling. We noticed that the teacher prioritized the activity of retelling. She also performed activities related to the stories told, such as: collective text construction, with the teacher as the scribe of the text; painting activities to identify characters and scenarios of the stories. The study showed an organized pedagogical practice on the part of the teacher, regarding the planning for the practice of storytelling. The study also revealed that storytelling is a pedagogical tool that enables various cognitive, social and affective learning, corroborating the studies of LACERDA (2015). Our study also showed the relevance of continued training for early childhood education teachers, regarding storytelling, perceiving it as a significant and powerful pedagogical tool for the development of children. Regarding the development of oral language, the practice of storytelling seems to have positively influenced the development of orality, because, like Carvalho et. al. (2019), we perceived that it can allow children to expand their vocabulary, learn to explain, opine, as well as favor social interaction.