Literatura de cordel na educação infantil: uma proposta para a formação docente

Abstract

The object of this research is the inclusion of cordel literature in the continuing education of Early Childhood Education teachers for the development of young children's orality. Our general objective is to investigate the possibilities of cordel literature's contributions to the pedagogical practices of Early Childhood Education teachers, with a focus on the development of children's orality. With regard to the theoretical-methodological foundations, we chose as our main authors: Conde (2013), Gonçalves (2009), Ibiapina (2008), Lúcio and Pinheiro (2012) and Freire (2013), among others. The research is qualitative in nature with an intervention in teaching practice. The intervention consisted of 10 training sessions and we used, initially, the application of a questionnaire, then studies on cordel and pedagogical practice in Early Childhood Education and, finally, a semi-structured interview. As for the results, the teacher revealed that she had not received any training in working with cordel during her Pedagogy course. Nevertheless, he said that the intervention provided theoretical and practical foundations for approaching the genre. There are many challenges to be faced, such as: the lack of knowledge on the subject, the lack of collections in educational institutions and the lack of training on pedagogical strategies for reading with children; however, there are several possibilities for pedagogical practices focused on reading cordel in order to contribute to the development of children's orality, making learning more meaningful by (re)getting to know popular culture through narratives in verse, rhyme and meter. With regard to the development of the children's orality, the teacher said that reading cordel is significant because it encourages the children to be expressive, as they are motivated to talk about the everyday themes addressed in the cordel; in addition to expressiveness, it also broadens their vocabulary and helps them to perceive the sonority (rhymes) present in the structure of the text, as well as playing with words. In conclusion, we believe that broad changes are needed in the initial and ongoing training of teachers who work in the first stage of basic education, so that training courses can include topics that are relevant to children's development and that involve children's literature and cordel literature. We know that there are endless possibilities for this in the classroom.