Contação de histórias na educação infantil: experiências na escola do campo

Abstract

This study focuses on storytelling in Early Childhood Education, with rural children. The experience of the internship in Early Childhood Education at a rural school motivated us to develop it and formulate the following research question: how are story-tellings carried out in Early Childhood Education at the rural school João Soares da Costa, in the Cacimba da Costa community? Várzea, municipality of Solânea/PB and what meaning do such practices have for children? To answer the question, the general objective is defined as: Reflecting experiences of storytelling in Early Childhood Education, at the João Soares da Costa rural school. And as specific objectives: Characterize storytelling practices carried out with children and verify the playful interactions that storytelling promotes for children. We justify the relevance of this study because storytelling allows children to have playful experiences and develop their imagination, helping them interact with the environment that welcomes them, respecting experiences and knowledge, developing autonomy and communication with others. people and the world. This study is characterized as qualitative research in education, of the participatory type. The constitution of the data included records of participant observations, photographs, didactic planning and internship reports. The results and discussion of the study are organized based on the objectives, which gave rise to two subsections: Once upon a time… storytelling and Playful interactions with storytelling. In the first subsection, the stories highlighted are La Fontaine's fables, The Grasshopper and the Ant (S/D) and The Fox and the Rooster (S/D); as well as André Koogan's short story, The Little Red Hen (S/D). In the second, we explored three playful activities that were produced after the stories: the anthills, the characters' folding and the culinary recipe for a cornmeal cake.Reflecting on experiences, we see the relevance of school institutions developing this practice on a daily basis, given the contributions to the integral development of children. We identified that playful interactions are essential for the full development of children, as they not only sharpen children's imagination, but explore physical and emotional aspects, with fun. Storytelling motivates “make-believe”, an activity through which the child, through imagination and feelings, identifies with the characters, relives and gives new meaning to the narrated experiences.