Contação de histórias: caminho de descobertas e compreensão do mundo

Abstract

This article presents reflections on the theme “storytelling”, coming to our reunion with Supervised Training experiences in Early Childhood Education, held during the first semester of 2014, in Seara/SC and Planalto Alegre/SC, with Maternal I and II classes. The research focus is to investigate the importance of storytelling in the process of learning and developing child, theoretically basing themselves in Vygotsky and other authors who propose to discuss storytelling. Therefore, this study was guided by the following objectives: to understand what are the contributions of educational practice emphasized in storytelling for Early Childhood Education; investigate what children think about the moments of storytelling; analyze the contributions of Vygotsky on learning and child development. To achieve the desired objectives, we used the methodology of bibliographic research. Therefore, it is amidst this context research, which evidenced based in the premises of the historical and cultural theory that relations between human beings and the environment are the lever to the processes of learning and human development. In this sense, we have the clarity that the internalization of knowledge elapses of an information internal organization and learning that the child acquires being in contact with other people and objects. It is the teacher a mediator who helps with the child from storytelling to develop different cognitive skills and language, achieving the different levels of human development, as well as sharpen their imagination. At the same time, in accordance with the studies on the storytelling, grasp this moment while enriching the child's imagination and a promoting of psychological development, creative and emotional child, whereas allows that make discoveries, new knowledge, understand the world and itself, and thus create your personal identity. In what concerns the interviews and the moments of storytelling performed with the above groups, these showed the preference of children for media characters and how important it is for them these exploration and imagination moments. In the meantime, we defend the presence of storytelling in Early Childhood Education Centers, as we infer that this is an educational space that allows children to learn and develop in its entirety (intellectual, psychological and emotional, etc) as well as stimulate their imagination. Once we understand the storytelling as a path of discovery and understanding of the world.