A arte de contar histórias no espaço escolar

Abstract

Stories are constructions that humanity has been consolidating since the earliest times, even before the existence of writing, man felt the need to establish communications. This cultural legacy perpetuated for centuries, was acquiring forms that varied with the time and the historical context pertaining. The stories told include the dimension of knowledge: they promote children's development, stimulate creativity, offer aesthetic and critical sense, orality, writing, and visual field development, which are essential to the teaching-learning process. The presence of such striking moments as these in school can not be relegated only to hours of entertainment, distraction or relaxation for students, nor should they only comply with discipline, content or curriculum. The purpose of this article through bibliographical research is to understand the role of storytelling in the school universe. Therefore, the following question is asked: what place do they occupy in educational institutions? How is storytelling applied in educational practice? What is the contribution of the same in the process of teaching learning? What techniques are used to tell stories? What arouses interest in students? Theoretical background was used by authors who study the subject in a consubstantiated way; for the research methodology Gil (2003), Thiollent (1996), Ludke (1986), André (1985) among others, in relation to the subject I searched for the notes of Abramovich (1986), Coelho Novaes 1986), Bussato (2006) Fonseca (2012) in addition to researching legal documents as a reference, guideline, etc. Theoretical reflections that will serve as subsidies with a view to improving teacher training were sought from the exposed theme.