A arte de contar histórias : a literatura infantil como mediação pedagógica
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Data
2010
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O presente trabalho tem por objetivo analisar as contribuições dos contos de fadas como mediação do trabalho pedagógico, com crianças de 4 a 6 anos, inferindo como a literatura infantil possibilita a construção de modelos cognitivos e contribui para uma educação moral. Foi norteado através de uma pesquisa qualitativa de caráter explicativo, utilizando pesquisa bibliográfica, de campo, através de observação e da aplicação de um questionário a dez professoras, procurando saber: como definem a importância da literatura infantil no processo de construção de modelos cognitivos; qual a reação das crianças após a leitura de uma história infantil; quais os obstáculos para introduzir as histórias infantis no cotidiano; e como avaliam a literatura infantil em sala de aula. De acordo com as observações em campo, algumas professoras gostam e têm o hábito de contar histórias infantis para seus alunos, criando um clima que estimula o interesse dos alunos. Outras professoras contam histórias de forma rápida ou demorada demais, mostrando alguma desmotivação. De qualquer forma, confirmamos que a literatura infantil é uma atividade educativa, complementar à atividade pedagógica, exercida na escola e que pode contribuir para reforçar diversas aprendizagens, por analogia com a realidade vivenciada pela criança e, ao mesmo tempo, contribuir para a construção/sedimentação de valores, sejam eles ético-morais ou estéticos.
This study aimed to analyze the contributions of fairy tales as mediation of pedagogical work with children ages 4 to 6 years implying as it enables the construction of cognitive models and ethical and moral values. It was guided by a qualitative explanatory character, using literature field through observation and the application of a questionnaire with ten teachers, by asking: how they define the importance of children's literature in the cognitive model construction, which reaction of children after reading a children's story, what obstacles to enter the children's stories in everyday life, and how they evaluate their way of mediating children's literature in the classroom. According to field observations, some teachers like and have the habit of telling fairy tales to their students, creating an environment that stimulates students' interest. Other teachers told stories very quickly or too slow, unmotivated themselves. Anyway, we confirmed that the children's literature is an educational activity which complements the educational activity carried out in school and that can help to strengthen various learnings by analogy with the reality experienced by the child and, at the same time, contributing to the construction/sedimentation of values, whether aesthetic or ethical-moral.
This study aimed to analyze the contributions of fairy tales as mediation of pedagogical work with children ages 4 to 6 years implying as it enables the construction of cognitive models and ethical and moral values. It was guided by a qualitative explanatory character, using literature field through observation and the application of a questionnaire with ten teachers, by asking: how they define the importance of children's literature in the cognitive model construction, which reaction of children after reading a children's story, what obstacles to enter the children's stories in everyday life, and how they evaluate their way of mediating children's literature in the classroom. According to field observations, some teachers like and have the habit of telling fairy tales to their students, creating an environment that stimulates students' interest. Other teachers told stories very quickly or too slow, unmotivated themselves. Anyway, we confirmed that the children's literature is an educational activity which complements the educational activity carried out in school and that can help to strengthen various learnings by analogy with the reality experienced by the child and, at the same time, contributing to the construction/sedimentation of values, whether aesthetic or ethical-moral.
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Orientação: Manuel Tavares
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EDUCAÇÃO, LITERATURA INFANTIL, APRENDIZAGEM, EDUCATION, CHILDREN LITERATURE, LEARNING, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, MEDIAÇÃO PEDAGÓGICA, PEDAGOGIC MEDIATION