A contação de histórias como mediação para o desenvolvimento do letramento na educação infantil durante o período de ensino remoto

Abstract

The current article reports a research that had as objective to analyze storytelling as mediation to the development of literacy in students from Pre-Kindergarten, belonging to the Municipal public School of Children Education in Caicó-RN, during the remote teaching period. In this regard, the inquiry problematic was guided by the following question of study: In which means storytelling contributes to the literacy improvement in early childhood education? To fulfill the investigation purpose and answer the question – the driving force of the exploration – the methodological path of this study was based on a qualitative research approach of the descriptive type (LÜDKE & ANDRÉ, 1986), using participant observation and records in the field diary (MINAYO, 2002) as tools to build empirical data. As theoretical basis it is supported, mainly, in fundamental references: Abramovich (1997), Benjamin (1994), Bettelheim (2009), Base Nacional Comum Curricular (BRASIL, 2018), Luria e Yudovich (1985), Soares (2002), Vygotsky (1998; 2001). The results presented storytelling as a social practice where it can constitute as literacy experience and also like mediation to the learning development in Preschool Education.