O cenário das práticas de contação de histórias: vivências na Escola José Albino Pimentel

Abstract

This Course Conclusion Paper aims to investigate the scenario of storytelling practices at José Albino Pimentel school. To do so, it includes the discussion of children's literature and the mediation of storytelling in the teacher's planning as an ally to the literacy and literacy process. Among the theoretical contributions that support the study, the following stand out: Lajolo and Zilberman (2007), Machado (2003), Vygotsky (2009), and Caldart (2009), who discuss Brazilian literary literature, the links constituted in the production of books, and the school, situating the relevance of children listening to and reading stories throughout their human development. The methodological approach is qualitative, while the research is descriptive and field research. The instruments used in data collection were: a semi-structured interview with the collaborating teacher who teaches a 1st grade class of elementary school (early years), observation in the classroom, and photographs. The results show that storytelling in rural schools is considered an extremely important pedagogical proposal to mediate teaching from a playful perspective, including the selection of different narratives, resources, techniques and skills for interaction with students. Therefore, it is a gradual process rooted in much learning that stimulates the student's participation in the universe of children's literature and provide the opportunity for multilingual literacy.