A contação de histórias como recurso pedagógico na educação infantil

Abstract

This article analyzes storytelling as a pedagogical resource in Early Childhood Education, focusing on oral language, comprehension, imagination, social participation, and reader development. A qualitative narrative literature review was conducted using Brazilian curricular documents and national and international studies on shared reading, literary mediation, and narrative development. The synthesis shows that exposure to books alone does not ensure learning. Outcomes depend on the aesthetic quality of the works, regularity of experiences, responsive teacher listening, and opportunities for children to predict, ask, interpret, retell, and create. Literature preserves its artistic character when planning does not reduce it to exercises, but combines enjoyment, conversation, and meaning-making. Storytelling can therefore be integrated into daily school life as an intentional and playful practice aligned with children's learning rights. Assessment should rely on records of participation and progression, respect multiple forms of expression, and avoid the formal anticipation of literacy instruction.