Reinventando a leitura de livros infantis na pandemia.
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| Title: | Reinventando a leitura de livros infantis na pandemia. (Spanish). |
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| Alternate Title: | Reinventing children’s book reading the pandemic. (English) Reinventando el libro infantil leyendo la pandemia. (Portuguese) |
| Authors: | Aparecida GUIDI, Janete |
| Source: | Chasqui (13901079). ago-nov2023, Issue 153, p159-173. 15p. |
| Subjects: | CHILDREN'S literature, EARLY childhood education, DOWN syndrome, DIALOGISM (Literary analysis), ACCULTURATION, STORYTELLING, CHILD development, PANDEMICS |
| Abstract (English): | The present text is constituted with an exploratory research with case study, about the theme of storytelling in Early Childhood Education involving the telling teacher and a child with Down Syndrome of the infant IV in time of Pandemic. Through Children’s Literature, the subject has contact with other cultures, travels without leaving the classroom, expands their knowledge and opens cognitive possibilities. It allows children to socialize around a story, the fantastic world of make-believe. Thus, this work sought theoretical subsidies of the Historical-Cultural Theory and Dialogism to address the subject, observing the contributions of storytelling to the integral development of children with Down Syndrome. It also covers the concept of Children’s Literature, how it evolved, how discursive engagement and participation in storytelling are important for children, since it has a dialogical and discursive character, expanding oral language and enabling integral, meaningful and formative learning for children. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | O presente texto constitui-se com uma pesquisa exploratória com estudo de caso, acerca da temática da contação de histórias na Educação Infantil envolvendo a professora contadora e uma criança com Síndrome de Down do infantil IV em época de Pandemia. Através da Literatura Infantil, o sujeito tem contato com outras culturas, viaja sem sair da sala de aula, expande seus saberes e abre possibilidades cognitivas. Ela permite a socialização das crianças em torno de uma história, do fantástico mundo do faz-de-conta. Assim, este trabalho procurou subsídios teóricos da Teoria Histórico-Cultural e do Dialogismo para abordar o assunto, observando as contribuições da contação de histórias para o desenvolvimento integral da criança com Síndrome de Down. Também abrange o conceito de Literatura Infantil, como evoluiu, como o engajamento discursivo e a participação na contação de histórias são importantes para a crianças, uma vez que esta tem caráter dialógico e discursivo, ampliando a linguagem oral e possibilitando aprendizagens integrais, significativas e formadoras para as crianças. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | El presente texto se constituye con una investigación exploratoria con estudio de caso, sobre el tema de la narración de cuentos en Educación Infantil que involucra al maestro de narración y un niño con Síndrome de Down del niño IV en tiempo de Pandemia. A través de la Literatura Infantil, el sujeto tiene contacto con otras culturas, viaja sin salir del au la, amplía sus conocimientos y abre posibilidades cognitivas. Permite a los niños socializar en torno a una historia, el fantástico mundo de la fantasía. Así, este trabajo buscó subsidios teóricos de la Teoría Histórico-Cultural y el Dialogismo para abordar el tema, observando las contribuciones de la narración de cuentos al desarrollo integral de los niños con Síndrome de Down. También abarca el concepto de Literatura Infantil, cómo evolucionó, cómo el compromiso discursivo y la participación en la narración de cuentos son importantes para los niños, ya que tiene un carácter dialógico y discursivo, ampliando el lenguaje oral y permitiendo un aprendizaje integral, significativo y formativo para los niños. [ABSTRACT FROM AUTHOR] |
| Database: | Referencia Latina |
| Abstract: | The present text is constituted with an exploratory research with case study, about the theme of storytelling in Early Childhood Education involving the telling teacher and a child with Down Syndrome of the infant IV in time of Pandemic. Through Children’s Literature, the subject has contact with other cultures, travels without leaving the classroom, expands their knowledge and opens cognitive possibilities. It allows children to socialize around a story, the fantastic world of make-believe. Thus, this work sought theoretical subsidies of the Historical-Cultural Theory and Dialogism to address the subject, observing the contributions of storytelling to the integral development of children with Down Syndrome. It also covers the concept of Children’s Literature, how it evolved, how discursive engagement and participation in storytelling are important for children, since it has a dialogical and discursive character, expanding oral language and enabling integral, meaningful and formative learning for children. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 13901079 |
| DOI: | 10.16921/chasqui.v1i153.4863 |
