Tecendo Histórias Na Formação Docente: Referências E Práticas Da Contação De História Nos Projetos Pedagógicos Do Curso De Pedagogia

Abstract

The research focuses on the manifestations of storytelling in teacher training, investigated through the analysis of Pedagogical Course Projects (PCPs) in Pedagogy. The main objective was to analyze how this practice is present in the training of educators, highlighting its importance as a didactic, formative, and mediating strategy for learning. Specific objectives included mapping references to storytelling in the PCPs and examining its approach in curricula, methodologies, and professional fields described in these documents. The methodology used was qualitative and documentary, with an analysis of thirteen PCPs from Brazilian public institutions. Data collection was carried out through systematic searches on the internet, and the analysis was based on reading and categorizing mentions of storytelling in curricular components, internships, and extension activities. The results indicate that, although present in some subjects — such as Children's Literature, Art, and Early Childhood Education — storytelling does not appear as a structuring element in teacher training, often being treated in a sporadic and indirect way. The PCPs from UFDPar, UFPI, UFC, and UFPA stood out, where the practice is more valued. In the final reflections, the author advocates for the integration of storytelling as a systematic pedagogical practice, linked to orality, playfulness, and interdisciplinarity, contributing to a sensitive, creative, and humanizing teacher training aligned with the Historical-Cultural Theory and the assumptions of the BNCC.