Literatura infantil: a contação de histórias como recurso pedagógico

Abstract

This paper discusses children's literature as a pedagogical resource. The research aimed to analyze the conception of teachers about the work with the children's literature and the storytelling. For this, a field survey was carried out, using as a data collection instrument a questionnaire composed of open and closed questions. The subjects of the research were four teachers who work in early childhood education in the public network. The theoretical assumptions are based on the studies by Abramovich (1997); Villardi (1997); Bamberger (1999). The results indicate that teachers defend the storytelling, but they relate it to the teaching of programmatic content. The storytelling from the children's literature used by the teachers still has a limited performance, with little relation to the ludicity. about what the teachers read, their answers show that there is little involvement with reading.