Reading and storytelling in Early Childhood Education: a study from the perspective of Historical-Cultural Theory

Author(s)

Mariana Sampaio

• Document type: Master's Dissertation
• Press: Marília. 2017-01-06.
• Institution: Universidade Estadual Paulista (Unesp). Faculdade de Filosofia e Ciências. Marília
• Defense date: 2016-12-15
• Advisor: Elieuza Aparecida de Lima

Abstract

The dissertation is based on research that starts from the problem: the moments of reading and storytelling proposed in four studies, which are based on the research and pedagogical theory of the Postgraduate Program in Education of the FFC / Unesp, Marília / SP. Classes of Early Childhood Education present indicators that bring them closer to what we call activities capable of promoting learning that propels a full cultural development in the early years of life? The objective of the research is to understand if there are indications that the reading and storytelling moments constitute activities capable of motivating learning that promote human development in children's classes of Early Childhood Education, based on principles and theses Of Historical-Cultural Theory. We base our studies from the perspective of Historical-Cultural Theory and other contemporary authors that are referenced throughout this work. The hypothesis of the study is that conscious reading and storytelling moments are essential for the child's learning and promote their full human development. As methodological procedures, we carried out a bibliographical survey and field data production with four teachers from four groups of five-year-olds from Early Childhood Schools on pedagogical practices of reading and storytelling, from April to September, 2015. Our locus Of research, involves four public schools of Early Childhood Education, one from each region of a municipality in the interior of São Paulo. In addition to the bibliographical survey, the instruments of data production involve: semi-structured interview with the four teachers, four sessions of observation of their pedagogical practices and analysis of documents such as the weekly of these professionals. We highlight as results of the studies carried out until then the apparent lack of planning and organization of reading and storytelling proposals, revealing practices embedded in the fulfillment of curricular contents, without considering the child as an active subject of their learning process. These practices enable the training of listeners rather than readers, fragmenting children's access to children's literature books. Another essential issue is the need for a solid and constant teacher training program to support teacher intentionality, especially in its commitment to teaching planning, development and evaluation of situations in which children establish relationships with the environment that surrounds them. Teaching narratives and observations of pedagogical practice allowed for several discussions, from the authors studied, and revealed that reading moments can be effective activities with the supply of materials, which requires the child's access to the objects of the historically accumulated culture. (AU)

• FAPESP's process: 14/26599-9 - Reading and stories telling: a study on educational practices in early childhood education in the perspective of historical and cultural theory
• Grantee: Mariana Sampaio
• Support Opportunities: Scholarships in Brazil - Master