Contribuições da contação de histórias no desenvolvimento da oralidade em crianças dos anos iniciais do ensino fundamental: reflexões sobre a percepção docente

Abstract

The general objective of this monograph is to analyze teachers' perceptions of the contributions of storytelling to the development of oral skills in elementary school children. To achieve this goal, the specific objectives are to: understand teachers' perspectives on the importance of working with oral skills in elementary school children; analyze how storytelling activities are developed in teaching practices; and investigate how teaching practices involving storytelling can contribute to the development of oral skills in elementary school children. Based on a qualitative and exploratory approach, a field study was conducted with two elementary school teachers from the public school system in João Pessoa, Paraíba, using semi-structured interviews as the data collection instrument. Categorical content analysis (Bardin, 2011) was used for data analysis. Based on a theoretical foundation based on authors such as Bakhtin (1992), Schneuwly and Dolz (2004), and Vygotsky (2007), the study discussed the concepts of oral language, its pedagogical practices, and the challenges teachers face in promoting listening and speaking in the classroom. The results indicate that, although teachers recognize the importance of orality and storytelling, institutional and structural barriers still hinder the consistent implementation of this practice. The conclusion is that storytelling is an effective pedagogical tool, yet still undervalued in schools. Its expansion requires intentional planning, ongoing teacher training, and reorganization of teaching time. The research reaffirms the urgent need to value orality as a childhood right, promoting a more humanized, critical, and affective education.