Contação de histórias: quais as orientações dos referencial curricular nacional para a educação infantil e da base nacional comum curricular?

Abstract

Storytelling is a pedagogical practice that should be quite used, especially in Early Childhood Education, as it playfully promotes the foundations for the development of oral and written language, world reading, and the acquisition of dialogical communicative processes that recognize each individual in society. However, the main objective of this practice is the experience of literary art through immersion and experimentation. In other words, it aims to foster in children, even in Early Childhood Education, the exposure to and enjoyment of literature as an art form. This practice should be present in the daily activities of Early Childhood Education. However, in order to achieve this, it is necessary to think about how it can enhance the learning process and foster children's reading development. In this regard, the overall objective of this work is to analyze how the National Curriculum Guidelines for Early Childhood Education (RCNEI) and the National Common Curricular Base (BNCC) understand and guide the practice of storytelling in Early Childhood Education. To accomplish this, we sought to theorize about the concept of storytelling and its characteristics. Furthermore, we also examined official documents and legislation regarding Early Childhood Education to understand the specificities and unique demands of this stage of education. Through qualitative and interpretive research, we conducted a documentary investigation, using two official documents as sources to collect data about the practice of storytelling. The collected data was analyzed through content analysis and led us to conclude that, although it is a practice that occurs in Early Childhood Education institutions, these documents do not explicitly provide guidance or specific considerations regarding its implementation or contributions to this stage of education.