The present research has as a general objective to understand the importance of
imagery texts in early childhood education for the formation of future readers. Its
theme is the contribution of storytelling to the teaching-learning process in early
childhood education. Bibliographic and qualitative research methodology was used.
The contemporary Brazilian scenario shows the existence of many difficulties in
education, especially when analyzing the low student performance in relation to
reading and writing. In seeking to understand the genesis of the problem, studies
focus on the various aspects of teaching and learning reading practices, highlighting
the importance of developing pleasurable practices that involve the act of reading,
assigning great importance to this stimulus in the students' training process readers.
In general, what is recognized is that reading activities in the classroom are often
discouraging, and that, depending on the way they are worked, end up generating a
lack of stimulation and interest in relation to it. This bad relationship in relation to
reading starts from the early grades and persists throughout school life and even
beyond. In order to obtain satisfactory answers to this study, we outlined as a general
objective, to understand the importance of imagery texts in early childhood education
for the training of future readers. Among the main authors used in this research, we
mention Abramovich (1991/2001/1995), Ferronatto (2006), Oliveira (2005), Souza
and Bernardino (2011), Villardi (1997), among others, which enabled us to better
understand about the topic. After the bibliographic survey, a field observation was
made at the Municipal School of Full Time in the city of Miranorte - TO in pre-school
classes. Stories represent effective indicators for challenging situations, as well as
strengthening social, educational and affective bonds. Therefore, it is necessary for
teachers to use this tool for the child's development, awakening small readers and
stimulating the world of imagination.
|
