Contação de histórias na educação infantil: a contribuição da prática docente na formação de leitores

Abstract

The present work had as main objective to understand the importance of storytelling in Early Childhood Education, through the contribution of teaching practice, as one of the elements responsible for the social practices of reading in the school environment. Thus, the theme investigated arose from the initial contacts and observations made in the Early Childhood Education classes at the Basic Education School - EEBAS, located in the city of João Pessoa / PB, through the Pedagogical Residency Program (RP), from these experiences the following hypotheses were created: Teachers may not have the knowledge about the relevance of storytelling in the reading training of children, for this reason the action is little performed; In view of the lack of understanding of the oral narrative, the teachers are unaware of the techniques suggested to draw the children's attention, before, during and after the story. In order to investigate these issues, we decided to develop the research with the teachers of the Early Childhood Education classes III, IV and V of EEBAS, an institution that provoked the choice for the theme. For the methodological path, field research, of a qualitative nature, was chosen through the application of semi-structured questionnaires and descriptive observations. We seek theoretical support in the studies of Abramovich (2008), Fonseca (2012), Dohme (2000), Lajolo and Zilberman (2007), among other authors and documents that contributed to the theoretical foundation of the work. Through the analysis of the instruments applied, we found that the hypotheses "fell to the ground", considering that it was found that the teachers of early childhood understand storytelling as a playful activity capable of training readers as well as performing in their practical moments dedicated to reading, using specific methods and techniques that make the narrative easy and attractive.