A contação de histórias e o desenvolvimento socioemocional da criança na educação infantil

Abstract

This article reports a final paper research of the pedagogy course that had as objective to analyze the storytelling contributions to socio-emotional development in children from kindergarten in preschool education in Maria da Conceição municipal school, located in the countryside of the municipality of Tenente Laurentino Cruz/RN. Methodologically, the study inserts in the field of qualitative research approach (BOGDAN AND BIKLEN, 1994), in which was used as tools to data construction: bibliographic review; participant observation and field diary records. The main references that support the paper are: Abramovich (1997), Bettelhein (2002), Wallon (1995) Vygotsky (1989; 2001; 2003) Brasil (2018), Damásio (2000). The results highlight that the emotions emerge in and by social interactions, therefore, it is not related only to biological states, but also social representation. It still demonstrates that storytelling, when inserted in the routine of preschool education, help children to think about themselves; develop affective experiences; individual capability to relate to oneself and with the world around them and, accordingly the socio-emotional development.