Histórias infantis na escola: um conto etnográfico das práticas pedagógicas com pequenos aventureiros do 3º ano do ensino fundamental

Abstract

Affiliated with the research line Education, Cultures, and Diversities, this investigation analyzes how children’s stories, within the context of urban Amazonian cultures of Amapá, are articulated with local pedagogical practices in everyday school life. This study unfolds from the central question: in what ways are children’s stories used in school to engage children in playful learning mediated by play? In this regard, its general objective is to analyze playful pedagogical practices that use children’s stories in participatory learning mediated by play. Consequently, the specific objectives are as follows: to describe the methodological epistemology in the use of children’s stories for children’s playful learning within a cultural and participatory context; to examine the teacher’s understanding of the contributions of children’s stories to children’s engagement in the dynamics of playful teaching and learning; and to identify pedagogical practices supported by children’s stories, in order to understand how they are employed to engage children in playful learning. This framework is configured in the tales recorded through participant observation under the design of ethnographic-type research (André, 2008), based on the adventures in the world of children’s stories of a class of children and their third-grade teacher in the early years of elementary education within an urban school setting in Amapá. The theoretical foundation is structured in three initial sections that discuss childhood, playfulness, and the learning process intertwined with the literary world, as addressed by authors such as Ariès (1986), Brougère (1998, 2022), Brito (2013, 2022), Vigotski (1991, 1994, 2001, 2003, 2006, 2009), and Zilberman (2005, 2012). The contributions of this research are centered on the collection of tales that emerged from pedagogical and personal experiences, highlighting the teacher’s closeness to literature and how this relationship shapes her pedagogical practice within the cultural everyday life of the classroom. Furthermore, the active role of the children themselves is emphasized in their experiences of exploring and constructing worlds through stories, where they become protagonists and actively participate in the development of narratives. Thus, it reaffirms the importance of forming readers through pedagogical practices that go beyond the textbook, fostering experiences that encourage the exploration of multiple perspectives, valuing imagination, play, and cultural dialogue, thereby contributing to studies on children’s stories and the educational context in the particular locus of the urban Amazon of Amapá.