As contribuições da contação de histórias na formação inicial do leitor literário

• Ano de defesa: 2025
• Autor(a) principal: Monte, Rochelly Alves do
• Orientador(a): Alfeld, Elisabete
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Pós-Graduação em Literatura e Crítica Literária
• Departamento: Faculdade de Filosofia, Comunicação, Letras e Artes
• País: Brasil
• Palavras-chave em Português: Contação de histórias; Tradição oral; Formação do leitor; Bia Bedran; Literatura infantil
• Palavras-chave em Inglês: Storytelling; Oral tradition; Reader education; Bia Bedran; Children's literature
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::TEORIA LITERARIA
• Link de acesso: https://repositorio.pucsp.br/jspui/handle/handle/45281

It is known that there is a need for more in-depth studies about storytelling as a way of encouraging and motivating proficient readers who are enchanted by books. Therefore, the aim of this research is to reflect on the relevance of oral tradition and storytelling for the initial formation of literary readers, using as an object of analysis the storytelling style of Bia Bedran and her work “The Boy Who Went to the North Wind”. This assumes that listening to narratives stimulates the imagination, curiosity and critical sense, enabling children to dialog with the written and oral culture that surrounds them. Based on authors such as Abramovich (1997), Eco (1994), Freire (2000), Coelho (2000), Solé (1998), Gomes and Moraes (2013) and Silva (2009), the study shows that children's literature, combining text and image, expands the linguistic and cultural repertoire of children, developing their creativity, sensitivity and critical sense. The research highlights the historical role of oral tradition, according to Câmara Cascudo (2006) and Benjamin (1987), as a way of transmitting knowledge, memories and identity values, emphasizing storytelling as a pedagogical practice of reading mediation that is indispensable for promoting the reading habit, especially in socio[1]educational contexts in which contact with books is restricted to the school space. In addition, the impact of the intensive use of digital devices compromising children's concentration and attentive listening is problematized, as observed by Baldi (2009) and López (2023). The analysis shows that storytelling, as well as entertainment, is a powerful pedagogical strategy for arousing interest in books, strengthening emotional and cultural bonds and fostering the formation of critical and autonomous readers. We therefore advocate the importance of mediating practices that respect the stages of child development Coelho (2000) and Gregorin Filho (2009), encourage children's active participation in oral and written culture and consider reading as an aesthetic, social and transformative experience. Storytelling has thus re-emerged as an instrument of cultural resistance and democratization of access to literature, fulfilling its function of forming sensitive, reflective and creative subjects