Contação de histórias na educação infantil: mais que um ato de narrar é encantar e contagiar.

Abstract

The work was about the storytelling in Early Childhood Education as object of study and its place in teacher training. The theme emerged from the author‘s observation in the supervised internship of Early Childhood Education when the teachers suppressed this important activity. The starting question was about the understanding of storytelling that the educational literature presents to us. The assumption was that storytelling is a great device to the pedagogical practice of literacy and literacy for teachers, because it instigates imagination, creativity, develops orality, encourages the delight for the reading and contributes to the formation of the child‘s personality. The objective was to identify understandings of storytelling in the educational literature and contribute with a didactic-pedagogical proposal of storytelling for teachers in training and acting in Early Childhood Education. In this sense, we analyze historically the formation of teachers, the theoretical contributions of the act of storytelling as a teaching and learning strategy and its relation to the school environment for the formation of a reader that is enchanted by the narrative. For the study of investigation, we adopted the qualitative research, using the systemic review of the educational literature and the description of the observationof the experience in the supervised internship of the Pedagogy Course of the Universidade Feral de Campina Grande, campus of Cajazeiras (20172018). The contribution of the study to teachers in training and acting is in the appreciation of the activity of storytelling centered on the formation of the reader for literacy/literacy in Early Childhood Education.