Desenvolvimento do gosto pela leitura através da contação de histórias em uma turma do 1° ano na educação do/no campo

Abstract

The goal of this work is to investigate the pedagogical mediation of a teacher from the first year of Elementary School, during the practice of storytelling to see if she favors the development of a taste for reading in children. To this end, this work was supported by theoretical discussions and research by the following authors: Ariès (1981), Abramovith (2001), Bamberger (2008), Cavalcanti (2004), Freire (1997), Fonseca (2012), Minayo (2010) , Ludke (2013), Triviños (2008), Zilberman e Lajolo (2007), among others. The methodology adopted in this work was the field research, from a qualitative approach, which had as methodological procedures the interview with the teacher and the observations of the storytelling practices. As result, the observations indicated the presence of a routine involving storytelling in the classroom; a variety of narrated stories; the use of several materials to support these moments; the valorization of practices related to the development of orality and reading through narratives; the physical organization of the classroom space and the using of playful materials promoting children's involvement, during the proposals for reading and storytelling. It was also observed the involvement of the institution, managers, teachers and library assistants in encouraging reading, since the whole school supports the work of mediation of reading and storytelling, being performed routinely for children.