Contação/leitura de histórias como prática de escuta e acolhimento na educação infantil

Abstract

The overall objective of this study is to analyze how storytelling can serve as a practice of listening and emotional support in early childhood education. It is believed that, throughout their development, children experience sensitive moments and often struggle to recognize or name their own feelings. In this context, through storytelling, they can identify with characters and different realities, fostering emotional expression. However, due to academic demands or a lack of knowledge about this practice, children’s utterances sometimes go unnoticed. Thus, it is necessary for teachers to develop attentive listening skills in order to promote more meaningful interactions. The study is characterized as qualitative research of a bibliographic and documentary nature, conducted using journals available on Google Scholar and in the UFPB Institutional Repository, with selected articles and books. The theoretical framework is based on the studies by Kunz and Niedziatovski (2024), the MEC Storytelling Guide (2021), Zocolaro, Souza, and Stevenson (2022), and Silva et al. (2023), among other authors relevant to the topic. The results indicate that storytelling serves as an important resource for expressing feelings, in addition to constituting a practice of sensitive listening and emotional support, which can be developed by the teacher in a safe and intentional manner, enabling different forms of pedagogical intervention.