Contos, encantos e pirilampos: vivências literárias na educação infantil

• Ano de defesa: 2023
• Autor(a) principal: CASTRO, Sandra Regina Alves Ramos de
• Orientador(a): MONTEIRO, Karla Bianca Freitas de Souza
• Banca de defesa: MONTEIRO, Karla Bianca Freitas de Souza , ALMADA, Francisco de Assis Carvalho de , DIAS, Ana Crélia Penha , AGAPITO, Francisca Melo , DUTRA, Rosyane de Moraes Martins
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Maranhão
• Programa de Pós-Graduação: PROGRAMA DE PÓS-GRADUAÇÃO EM FORMAÇÃO DOCENTE EM PRÁTICAS EDUCATIVAS - PPGFOPRED
• Departamento: COORDENAÇÃO DO CURSO DE PEDAGOGIA/CCSST
• País: Brasil
• Palavras-chave em Português: educação Infantil; literatura; contação de histórias; práticas pedagógicas; formação de professores; professoras.
• Palavras-chave em Inglês: early childhood education; literature; storytelling; pedagogical practices; teacher training.
• Área do conhecimento CNPq: Educação Pré-Escolar
• Link de acesso: https://tedebc.ufma.br/jspui/handle/tede/5535

This study focuses on the analysis of children's literature within the pedagogical practices implemented in a municipal educational institution dedicated to early childhood education, located in the city of São Luís. For the conduct of this research, we used as sources of information the accounts and experiences of a group of 22 children enrolled in Infant II, as well as the perspectives of four teachers involved in this educational environment. The approach adopted is applied in nature, grounded in qualitative methodology and rooted in field research. Through this method, we conducted group discussions and storytelling dynamics. The theoretical framework of this research incorporates the contributions of various renowned authors, such as Sarmento (2005, 2011), Ariès (2012), Corsaro (2011), Abramovich (2009), and Cosson (2014), all known for their studies in the field of childhood and children's literature. Additionally, to deepen the discussion about the act of play and its impact on the child's social construction, we draw on the works of Merleau-Ponty (2000), Kishimoto (2002), Freitas and Aguiar (2012), as well as Salles and Faria (2012). Regarding storytelling and its relevance as a pedagogical practice, we refer to the studies of Busatto (2006), Schermack (2012), Halbwachs (1990), Benjamin (1986), and Zumthor (1993, 1997). Furthermore, in the context of early childhood education, we explore the works of Abramovich (2009), Bettelheim (1980, 2003), Santos (2006), Regatieri (2008), Matos and Sorsy (2005), and Ingold (2008) to enrich our analysis. Authors such as Porto and Lima (2016), Pérez-Escamilla et al. (2017), Peroza and Martins (2016), Pinto (2021), Barreto and Gatti (2009) also significantly contribute to the discussion on the training of teachers for early childhood education. The results pointed to the importance of continuous training for educators in promoting the art of storytelling, emphasizing that the exchange of experiences among these professionals is crucial for the enhancement of this pedagogical practice. Additionally, the research highlighted the challenge of reconciling the tradition of storytelling with the use of Digital Information and Communication Technologies (DICTs) in early childhood education. The workshop conducted with the educators proved to be an enriching space, allowing the sharing of knowledge and reflections on the practice. Our investigation demonstrates that storytelling in early childhood education goes beyond mere entertainment, contributing to the overall development of children. This practice stimulates linguistic skills, creativity, interest in reading and writing, and provides an engaging and meaningful environment to promote the holistic development of children.