Storytelling e microlearning no desenvolvimento da leitura e escrita: uma proposta de inovação para o ensino fundamental

Abstract

One of the great challenges of education is being able to motivate reading and develop writing skills in students. Thus, research, such as the 5th edition of Retratos da Leitura no Brasil, carried out in 2019, promoted by Instituto Pró Livro and Itaú Cultural, points to a substantial decrease in the number of readers, mainly among children and adolescents. In this sense, it is necessary to develop innovative methodologies that can help improve reading and writing rates. In this way, the research question was elaborated: “How does the use of storytelling and microlearning influence reading and writing practices and the development of students’ communicative competence?” and, to answer it, the general objective was formulated: to analyze the use of an innovative proposal to improve reading and writing practices in Elementary School, using storytelling and microlearning, with the aim of developing students' communicative competence. The characterization of the research method of this work was based on the methodology of action research, with a quantitative and qualitative approach, of an applied nature and exploratory objective. The research was applied during a study workshop in a 9th grade class at a state school in the city of Natal, in Rio Grande do Norte, and data collection and analysis took place through questionnaires, field diaries, productions textual, participant observation, images and videos. The results indicated that the implementation of storytelling and microlearning methodologies led to a significant increase in student engagement in reading and writing. The product generated by this work was an educational guide, which explains how to use the proposed methodologies in a workshop.