Da imaginação à palavra escrita: contribuições da leitura e contação de histórias na educação infantil para a apropriação da linguagem, na perspectiva de docentes

Abstract

This study aims to analyze the contributions of reading and storytelling in the daily routine of Early Childhood Education to the development of skills that support the later literacy process. It is based on the understanding that children’s engagement in meaningful language practices from an early age is a fundamental element for building the foundations of literacy. The research was carried out in two complementary stages: initially, a bibliographic study was conducted, based on authors who discuss children’s literature, reading and storytelling, language development, imagination, and literacy processes; subsequently, a field research was conducted through the application of a questionnaire with two teachers working in a Municipal Center for Early Childhood Education (CMEI), aiming to understand their perceptions about these practices in the pedagogical context. The results show that reading and storytelling significantly contribute to the expansion of children’s linguistic repertoire. It is concluded that, although it does not aim at formal literacy, Early Childhood Education plays an essential role in strengthening this process through playful and meaningful practices that bring children closer to the world of written culture.