Literatura infantil na sala de aula: possibilidades de desenvolver a oralidade através dos contos e recontos de histórias

Abstract

The present paper highlights the importance of the use of children’s literature as a pedagogical resource for the development of orality in students of the 4th grade of elementary school. In this perspective, the general objective of the research was to understand how the use in the classroom of children’s literature can help the students of the fourth year of elementary school to develop the orality through the tales and recontos of stories For the specific objectives we seek: to revisit how the theoretical studies on children’s literature and the development of orality are presented; to analyze how children’s literature can contribute to the development of orality; analyze how the teacher can work orality with the students in the classroom through the children’s literature; and identify what results in the development of oral activities through the children’s literature. As a research methodology, we prioritize the qualitative method, making use of participant observation and the theme workshops of storytelling, at the School of Basic Education of the Federal University of Paraíba, for the sixteen pupils of the 4th grade elementary school class. We seek dialogue with the theorists Bakhtin (1997), Bettelhein (1997), Caldin (2002), Cavalcanti (2009), Gil (2002), Koch (2001), Lajolo and Zilberman (1998), Marcushi (2005), Moraes (1999), Paviani and Fontana (2009), Prodonav (2013 (2013) and Zilberman (2003) and BNCC (2018) Portuguese. According to what was observed in the educational institution where the research was conducted, we found that the teacher of the classroom recognizes the importance of children’s literature in the process of oral development of students, However, the work with the children’s literature does not occur in a systematized way, being limited only to specific moments. Through the interventions in the class, which took place in the form of workshops on storytelling, we were able to verify the students' receptivity to children’s literature. Therefore, recognizing the importance of storytelling as a facilitator of the students' oral development process, it is necessary for teachers to include in their planning children’s literature as an essential tool in the process of mediation of learning.