A contribuição da leitura de histórias infantis no processo ensino aprendizagem

Abstract

The Brazilian contemporary scenario evidences the existence of many difficulties in education, especially when analyzing the low student performances in relation to reading and writing. In order to understand the genesis of the problem, studies focus on the various aspects of reading teaching and learning practices, highlighting the importance of the development of pleasant practices involving reading, attributing great importance of this stimulus to the formative process of students readers. In general, what is recognized is that reading activities in the classroom are often discouraging, and that, depending on how they are worked, they end up generating a lack of stimulation and interest in relation to it. This poor relation to reading starts from the initial grades and persists throughout school life and even beyond. Recognizing the problem of poor pedagogical behavior in relation to work with reading pleasure, the present work brings an approach on the contribution of reading children's stories in the process of teaching children's learning, focusing on the importance of the pleasure experienced in these activities . In order to obtain satisfactory answers from this study, we have as a general objective, to know the importance that the teachers attribute to the pleasant reading in the infantile education. Among the main authors used in this research, we mention Souza and Bernardino (2011), Brandão and Micheletti (2002), Bastos (2015), Sousa (2016), Silva (2014) and Mateus et al. (2014) such as LDB, ECA, PCNs and BNCC.This research was carried out at the Edite Fonseca Rodrigues School, in the city of Itaporanga-PB, characterized as a methodology of qualitative approach, this work was done through an exploratory study of the case study type , in which an investigation questionnaire was applied to a quantitative of five teachers. From the analysis of the data obtained, we perceive from the part of the teachers interviewed a view focused on the importance in the use of children's stories in pedagogical practice, recognizing this practice as an innovative and motivating tool in the formation of children and in the construction of their knowledge. The participants also recognize that these stories are fundamental for the child to establish his / her identity, to better understand family relationships, to establish an affective bond between the storyteller and the child, and thus to become a reader. However, we emphasize that this study only focused on the teacher's way of thinking, and it is not possible to affirm that the teachers interviewed implement practices of reading enjoyment in school, and it is also necessary to carry out other studies that examine such understanding.