Análise de práticas de contação de histórias para crianças bem pequenas: Experiências de uma professora na Educação Infantil

Abstract

This research arises from my experience as an early childhood education teacher, based on experiences with storytelling and perceptions of the contributions of narratives to children's development. The question that guides this study is to understand whether storytelling with visual resources by the teacher arouses greater interest and active participation in children and, in this way, contributes to developing empathy in the early childhood education classroom. The storytelling experiences analyzed in this dissertation were carried out with three-year-old children from the Elôah Marisa de Menezes Municipal Early Childhood Education School. As a methodological basis, a qualitative approach was chosen, following a descriptive methodology along the lines of participatory research. The main theoretical contributions to this work were made by Fanny Abramovich, Flávia Janiaski, Maria Isabel Ramos, Ana Elvira Wuo and Ângela Barcellos Café, authors whose writings provide important transfers for the understanding of concepts and practices related to storytelling. It is expected that this study can contribute to the improvement of pedagogical practices in early childhood education, emphasizing the importance of storytelling as an educational strategy and exploring the potential of enriching visual resources.