Banca de DEFESA: FRANCISCO EGON DA CONCEIÇÃO PACHECO

IN A TIME OF THE ERA ... IT WAS THE CHARMING PRINCIPE: STORY TELLING. IMAGINATION. CHILD EDUCATION.

Storytelling. Imagination. Child Education. Dialogic Narration with Epistemic Projection. Historical-Cultural Theory. Amazonian Context.

This paper presents a theoretical and conceptual research about Storytelling; It addresses the problem of trivialization and critical emptying around this activity and asks: what does it mean to tell stories in early childhood education? Aiming to know its historical antecedents, its conceptual identity, the way it is systematized by the Historical-Cultural Theory, besides the basic principles that govern the presence of Storytelling in the first stage of Basic Education. From a global-analytical method, the research focused on the contradictions that form and surround the object in its social dynamics, taking as procedures: bibliographic survey, critical analysis of the concepts of Storytelling, Education and Imagination; contributions from the author's experience and production of the synthesis argument. The results were organized into 4 Thematic Movements and 2 Appendices addressing, respectively: Storytelling and its Social Unit; Imagination, Fantasy and Fabulation; Early Childhood Education as an invitation to Fabulation; Narrate, Fabular, Live (dis) charms in a Totality; Educational Research about Storytelling in Early Child Education; At a time of the ... Count Fabulary, which proposes an organizational model of basic repertoire for project and curriculum planning. The importance of research is to establish a knowledge framework for the theoretical and methodological foundations of Storytelling in educational contexts; understand its role as an enricher of child imagination through contact with the narrative culture developed by human societies that creat the universal fabulous; expose the web of affinities, crossings and specificities of the object of study with literature, theater and make-believe play; present the initial foundations of the concept of dialogical narration with epistemic projection for a coherent pedagogical approach to Storytelling; strengthen the pedagogical awareness, in the sense of overcoming conceptions of subjectivist appeal and common school practices, by grounding Storytelling as an activity of cultural and aesthetic value, in view of human formation, also considering the challenges of early childhood education in the Amazon.