A contação de histórias na formação da pedagoga

Abstract

The present work intends to evidence the importance of storytelling in the formation of pedagogues, as well as the family culture and its valorization in the educational process, thinking about the formation of the subjects. The discussion presents the culture "inherited" by the pedagogue and the manifestations of linguistic prejudice in the expression of orality in the formative process. Based on my experiences, I defined as a question for this work: How does a pedagogue in formation construct her performance as a storyteller? In this question, we have as reference the questions raised by family culture and by theoretical and technical elements promoted by academic education. So, in this work we had as our main objective to understand storytelling in our formation as pedagogues. In relation to the methodology of this work, I used Gil (2002), so that I conducted an academic writing that takes into consideration my experience, I developed an approach that is not only biographical, but qualitative and bibliographical. The reflections, methodologically, are linked to the experience of creating storytelling during the Pedagogy course, from the perspective of the authors Abramovich (1997), Antunes (2007), Bagno (2007), Bedran (2012), Bussatto (2003), Café (2000), Castro (1983), Dohme (2001), Faraco (1998), Faria (2008), Fiore (2016), Franchi (2008), Gago and Vieira (2006), Marcuschi (2014), Morais (2012), Mussi, Flores and Almeida (2021) and Pacheco (2006). In this sense, we conclude that the construction of knowledge from storytelling is a methodology that promotes self-expression, orality, and dialogue.