A contação de história como recurso pedagógico no desenvolvimento da criança na educação infantil

Abstract

This paper discusses the possibilities the resource of storytelling brings to the development of the child in Childhood Education. A brief reflection was made on the historical context of Early Childhood Education in Brazil and on the account of history as a pedagogical resource, taking as reference the studies of authors such as Paschoal and Machado (2009), Kuhlmann Júnior (2000), Kramer (2003), Oliveira 2002), Busatto (2012), Tahan (1966), Abramovich (1993), among others; is also based on Brazilian legal documents. The objective of the study is to analyze the possibilities that exist through the pedagogical resource of storytelling. With this purpose, the mentioned work had its methodology based on the dialectical method and it is a research of exploratory and descriptive nature, with qualitative approach. In order to arrive at the results obtained the researcher did a field research with analysis of the observations and the construction of three questionnaires that were answered by the manager, teacher and monitor. The work was carried out in a Reference Center on Early Childhood Education (CREI), of the municipal network of João Pessoa. Through this study it was possible to verify how much the children's literature is important in the pedagogical practices for Early Childhood Education. It was also noticed that the professors and officials researched at this institution recognize the importance of using history counting in school planning, and that through this practice, in addition to enabling the development of the child, its purpose is to form a future reader.