A intencionalidade docentes nas propostas pedagógicas com a leitura e a contação de histórias na educação infantil

• Ano de defesa: 2021
• Autor(a) principal: Nascimento, Cláudia Roquini
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Lavras; Programa de Pós-Graduação em Educação; UFLA; brasil; Departamento de Educação
• Palavras-chave em Português: Formação docente; Contação de histórias; Educação infantil; Saberes docentes; Teacher training; Literary reading; Storytelling; Early childhood education; Teacher knowledge; Educação
• Link de acesso: http://repositorio.ufla.br/jspui/handle/1/46922

Understanding that the purpose of teacher training is the improvement of knowledge and qualification of the educational practices, this research sought an understanding of the knowledge constructed for the development of pedagogical activities with children's literature and storytelling based on playfulness and imaginary creation. Given the guidelines provided in the official documents about the pedagogical work with literary reading, one may ask to what extent the activities with reading are perceived as a re-signifying instrument for the acquisition of new knowledge by teachers, to guide an educational practice in a meaningful way? To this end, the research aims to identify arguments that subsidize and guide the understanding of the pedagogical work with literary reading and storytelling by four teachers who work in early childhood education. To do so, we chose to carry out field research, under a qualitative approach from a semi-structured collective interview, remotely, through videoconference, with open questions, with teachers who work in early childhood education in a private school, located in a city in Campo das Vertentes. As theoretical support for the proposed reflection is based on the discussion about teacher training in the light of the ideas of Tardif (2002, 2014), Nóvoa (1997), Gadotti (2003); regarding the concept of reading, we anchor ourselves in Goulemot (2001) and Solé (1998) and about literary reading in the studies of Cosson (2016). The results point to argumentative indications that subsidize and guide the understanding of the pedagogical work of the interviewed teachers. Thus, we identified arguments concerning: (a) pedagogical strategies used in reading and storytelling activities; (b) understanding about literary formation; and (c) reading and storytelling situations. The teachers' arguments demonstrate pedagogical actions marked by intentionality in the activities of reading and telling stories, in the search for continuous training on how to do it, and in the daily improvement of the development of pedagogical proposals.