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A importância das histórias infantis como elemento facilitador da transversalidade das áreas curriculares
| Name: | Description: | Size: | Format: | |
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| 1.99 MB | Adobe PDF | |||
| 104.74 KB | Adobe PDF |
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Abstract(s)
O presente estudo observacional desenvolveu-se ao longo de três meses (março, abril e maio), durante os quais foram realizadas nove observações. Através deste estudo, procurou-se compreender de que forma as histórias infantis poderiam ser um elemento facilitador da transversalidade das áreas curriculares.
Sendo que o ato de contar histórias é considerado como uma estratégia pedagógica na formação do caráter social e intelectual da criança, pretendeu-se com este trabalho compreender e explicar a sua importância no contexto pré-escolar. Através das histórias desenvolve-se uma diversidade de competências, tais como a imaginação, o gosto pela leitura, a concentração, o espírito crítico, entre outras. Nestas aprendizagens o educador tem um papel importantíssimo, dado que a seleção das histórias deve ser adequada para proporcionar momentos de aprendizagens, que deverão estar integrados nas atividades do dia-a-dia da educação pré-escolar.
Apoiado na metodologia de investigação, o estudo observacional implicou a utilização de diversas técnicas e instrumentos para recolher dados, sendo assim possível perceber a importância das histórias infantis na educação pré-escolar.
This observational study was developed for 3 months (March, April and May), during which time nine observations were conducted. Through this study, we tried to understand in which way childrens stories could be an enabler for the transversality of curriculum areas. Since telling stories is considered a pedagogical strategy in the child’s social and intellectual character building, we intended with this work to understand and explain its value in the preschool context. Through story telling children develop a diversity of competences, such as imagination, taste for reading, concentration, critical thinking, among others. In these developments, the educator has a very important role, because the selection of stories has to be adequate to provide learning moments, which should be integrated in the preschool daily activities. Supported by investigation methodology, the observational study implied the use of various techniques and instruments for gathering data, making it possible to understand the importance of children’s stories in preschool education.
This observational study was developed for 3 months (March, April and May), during which time nine observations were conducted. Through this study, we tried to understand in which way childrens stories could be an enabler for the transversality of curriculum areas. Since telling stories is considered a pedagogical strategy in the child’s social and intellectual character building, we intended with this work to understand and explain its value in the preschool context. Through story telling children develop a diversity of competences, such as imagination, taste for reading, concentration, critical thinking, among others. In these developments, the educator has a very important role, because the selection of stories has to be adequate to provide learning moments, which should be integrated in the preschool daily activities. Supported by investigation methodology, the observational study implied the use of various techniques and instruments for gathering data, making it possible to understand the importance of children’s stories in preschool education.
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Keywords
Literatura infantil Transversalidade das áreas curriculares Aprendizagens diversificadas Children literature Transversality of curriculum areas Diversified learnings