A contação de histórias por professores do sexo masculino na educação infantil

Abstract

Storytelling is an important pedagogical practice for child development and learning, having culturally and traditionally the female presence in this activity. In this sense, the present work sought to see the other side, investigating the characteristics of storytelling activity by male teachers in early childhood education of preschool institutions in Fortaleza - CE. The subjects who participated in this research were three male teachers from the municipal school system of Fortaleza-CE. For data collection, a semi-structured interview was used. The theoretical support had its core in the works of Abramovich (1997), Aragon (2018), Bettelheim (2009), Bomtempo (2003), Brazil (1996-1988), Busatto (2006), Cavalcante (2018), Coelho (1999) , Dallabona and Mendes (2004), Machado (2004), among others. The data, after being analyzed, show that there is a gap between the initial formation of the Pedagogy Course and the practice of storytelling, whose discipline is optional. In addition, at school, teachers have some difficulties in carrying out the activity, such as the lack of mastery of storytelling techniques, few teaching materials and the control of student dispersion. In this sense, we can conclude that teachers are insecure when performing storytelling, as they do not have a more consistent formation in relation to this practice and, therefore, it is suggested that public policies and school management pay more attention to storytelling, as it is essential for developing future readers and critical citizens.