A Contação De Histórias Como Prática Educatva: O Encantamento De Ensinar E Aprender Para A Inclusão

Abstract

This research presents the benefits of storytelling as a pedagogical practice that promotes inclusion and, when effectively mediated, serves as a crucial instrument for developing the skills and interests of students with disabilities. Adopting a qualitative approach through action research conducted in a public school located in Parnaíba, Piauí (Brazil), the study was anchored in an intervention project entitled The Wonder of Telling Stories and Enchanting All. The general objective was to analyze the importance of storytelling as a mediating pedagogical practice in the inclusion process of students with disabilities, identifying its characteristics and the main aspects that contribute to integration, socialization, and the enhancement of inclusive educational practices. The specific objectives included: analyzing the benefits of storytelling for students with disabilities enrolled in mainstream education, particularly in the early years of elementary school; observing which interests and abilities are stimulated and developed through storytelling activities; and reflecting on the relevance of storytelling as a pedagogical practice in the inclusive education process. Data analysis was based on the Fedathi Sequence (SFMAD), as referenced in Menezes et al. (2024). The study is grounded in theoretical frameworks related to storytelling and inclusive education, drawing on authors such as Abramovich (2009), Aranha (2001), Bernardino (2011), Bettelheim (2009), Mantoan (2004), among others. The findings reinforce the relevance of storytelling as a reflective and collaborative pedagogical practice that contributes significantly to the inclusion of students with disabilities.