Contação de histórias como ferramenta didático-pedagógica na Educação Infantil

Abstract

This study aimed to analyze Storytelling as a Didactic-pedagogical Tool in Early Childhood Education. The research adopted a qualitative and descriptive approach, based on a bibliographic review of authors such as Abramovich (2009), Bettelheim (1997) e Bussato (2003); Coelho (2002); Galvão (1995); Ferreira (2023), Guisso (2020); Papalia, Olds e Feldman (2006); Tahan (1996); Villardi (1997); Wallon (2007), in addition to the analysis of normative documents for early childhood education, such as the BNCC and the PCNs. The main results showed that Storytelling is an essential pedagogical tool in Early Childhood Education, in addition to stimulating imagination, expanding vocabulary, favoring socialization and contributing to the development of critical thinking. The study also points out that the teacher plays a fundamental role in planning and conducting this practice in a playful and engaging way. It is concluded that Storytelling is an effective strategy to promote the cognitive, emotional and social development of children and encourages the habit of reading, making the learning process more meaningful. Thus, the study reinforces the need to encourage this practice in schools, aiming at improving children's linguistic and emotional skills.