Reading aloud as a stimulus and facilitation for children's narratives
Any intentional initiative aimed at the possibility of giving space and paying attention to the children's narratives must necessarily consider the theme of possibility. In the absence of sufficient materials to “think” and “tell”, children, by definition, have other perspectives, run the risk...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Institución: | Universidade Federal de Alagoas (UFAL) |
| Repositorio: | Debates em Educação |
| Idioma: | inglés portugués |
| OAI Identifier: | oai:www.seer.ufal.br:article/13288 |
| Acceso en línea: | https://www.seer.ufal.br/index.php/debateseducacao/article/view/13288 |
| Access Level: | acceso abierto |
| Palabra clave: | Fostering stories Reading aloud Educational empowerment through reading Listening practices Stories Facilitar historias Leer en voz alta Empoderamiento educativo a través de la lectura Prácticas de escucha Cuentos Facilitar histórias Leitura em voz alta Empoderamento educacional por meio da leitura Práticas de escuta Histórias |
| Sumario: | Any intentional initiative aimed at the possibility of giving space and paying attention to the children's narratives must necessarily consider the theme of possibility. In the absence of sufficient materials to “think” and “tell”, children, by definition, have other perspectives, run the risk of not being able to take the advantage of the space and opportunities provided to them to share their narratives and self-narratives. About this aspect, the approach based on reading aloud presented here has shown to have a twofold beneficial effect: it not only offers and implements a space to socialize narratives, but also contributes to providing all children with learning material. to construct these narratives. |
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