A contação de histórias como prática alfabetizadora na promoção da aprendizagem inicial da modalidade escrita da língua

Abstract

This article stems from a master's research project entitled "From Orality to Writing: Storytelling in Literacy," aiming to identify methodologies and pedagogical practices capable of overcoming the educational challenges imposed by the Covid-19 pandemic. The research objective is to understand how storytelling, as a continuous and planned pedagogical practice, contributes to the development and learning of written language in literacy. A pedagogical material was developed, consisting of contextualized didactic sequences using children's books and the practice of storytelling in the classroom, with emphasis on the initial development of writing. The research participants were students in a literacy class at a municipal school in Rio de Janeiro. Relevant aspects for the research emerged from discussions on fundamental concepts in literacy practices, strategies adopted by teachers for writing development, storytelling planning, and application of activities to advance writing hypotheses. The assessment of students' writing during the activities revealed that the teaching practice of storytelling, along with specific and appropriate didactic material, stimulates the learning of children in the literacy period.