Concepções e práticas de contação de histórias de professores dos anos iniciais do Ensino Fundamental.

Abstract

Storytelling has been treading new paths and reaching more and more diverse spaces. At school, this practice is increasingly being strengthened, whether for the purpose of working on intersubjectivity, exercising a therapeutic function, addressing human existence, being used as a performance, to educate, or as an incentive to read. Storytelling today is not restricted to the use of tools such as voice, gestures and literary resources, but has incorporated new elements into the act of storytelling, such as objects, scenery, lighting, musicality, elaborate performance, characterization of the storyteller/teacher, as well as seeking to use new techniques to improve its performance, including in the context of schools. As a theoretical reference, the research adopted the studies of authors such as Busatto (2013), Girardello (2014), Matos (2005), Stocker (2022), Santos and Oliveira (2021), Corsino (2019) and Teixeira (1996), among others. In this context, we discussed the conceptions of storytelling and their contributions to the formation of literary readers in a municipal primary school in Algodão de Jandaíra-PB. Our main objective was to investigate how the conceptions of storytelling adopted by elementary school teachers in the municipality of Algodão de Jandaíra-PB influence the approach to children's literary narratives at school. The research reported here is qualitative in nature, characterized as a case study, and was carried out in three stages. In the first stage, we conducted an observation to understand how the participants approached storytelling in their classes. Secondly, we analyzed the lesson plans of these teachers to see how often activities involving storytelling were referenced in the planning and then conducted interviews with them in order to see what concept of storytelling they adopted, as well as the importance they attach to using storytelling as a tool that can contribute to their students' literary education. As a result, it was possible to detect that the teachers who collaborated in the research consider storytelling to be an important ally in bringing children closer to children's literary narratives. In addition, we noticed different conceptions of storytelling adopted by them, with a predominance of educational storytelling by P1A, P1B and P3A, followed by Performance storytelling by P1A and P2B, and Intersubjective storytelling by P3B. However, the difficulties pointed out by P2A, such as the lack of preparation/training, coupled with the infrequency of storytelling events in lesson plans and the lack of well-developed planning for this to actually happen, are aspects that have not contributed to this approach effectively.