Contação de história na escola do campo: do imaginário ao desenvolvimento infantil

Abstract

This work of course conclusion addressed the storytelling in the context of Early Childhood Education, seeking to understand how the storytelling can favor the process of integral development of the child of the field, based on their specificities and cultures. In order to do so, it had as its general objective: to highlight the importance of storytelling in children's education in the countryside and its implications for the integral development of the child. And as specific objectives: to promote storytelling in Early Childhood Education, considering the specifics of the child in the field and to develop storytelling practices that value the integration between children's learning, creativity and sensitivity, based on the particularities of the reality of the field. Methodologically, this is a field research of qualitative approach and descriptive procedures. To collect data, we used bibliographical and documentary research, which served as a theoretical basis for the work, direct participant observation, storytelling, field diary. The data are presented in the form of an experience report, and their analysis started from the interdisciplinary dialogue. The research field was the Municipal School of Primary Education Maraú, in the municipality of Sapé / PB, more precisely in the class of the second year of nursery school in the afternoon shift, the participants were 19 male and female children aged 4 to 5 years of age. It is concluded that storytelling within the perspective of Early Childhood Education gives children the development of the imagination through their own conceptions of the world. In this view, children understand that they must assume a behavior of listeners and critics, in a dynamic composed of sounds and movements, between production, improvisation and recognition and the interpretation of ideas until their materialization in new compositions and stories.