Uma análise discursiva do Guia de Contação de Histórias do Ministério da Educação

Abstract

Storytelling is a pedagogical resource routinely used in Brazilian schools to assist teachers, especially in early childhood education, in the teaching and learning process. With the aim of discussing this activity based on the Guia de Contação de Histórias published by the Ministério da Educação, the research described in this dissertation had as its main objective to analyze the Guia de Contação de Histórias published by the Minist[ério da Educação from a discursive and Freireana perspective. Based on this objective, the following were also guiding objectives of the research: i) To identify the relevance of orality and the practice of storytelling for the learning process in early childhood education; and ii) To identify the educational, political, and critical value that the Guia de Contação de Histórias expresses in order to achieve its purpose in relation to its intended audience. The dissertation, composed of an introductory chapter, three chapters, and a chapter of considerations, is characterized as a qualitative approach of a theoretical-critical nature, using bibliographic research to conduct a descriptive analysis of excerpts from the corpus. The theoretical framework favors a debate based in authors such as Coelho (1987), Freire (1987), Orlandi (2001), and Machado (2024). The data analysis confirms that the Guia de Contação de Histórias is a useful tool, but indicates that criticality and awareness are elements that deserve emphasis and should also be explored in storytelling, especially in those occurring within the context of early childhood education