This work has as objective to understand the sense of the teachers speeches about the storytelling of stories in the school and how this activity has been significant in their practices. The research was accomplished through interviews semi-driven with teachers from Goiânia s municipal schools. The eighteen interviewed teachers group accomplished the course of storytelling of stories offered by the Municipal General office of Education. This research uses the theoretical device of Analysis of Speech (AD) from the French school, to understand the words meaning, of the subject of the research - the teacher - considering the production conditions in which the speeches were built. Besides AD, as base of the study object, we appropriated of theoretical like Arent (2002), who brought us the possibility to discuss the tradition and culture concepts, Benjamin (1994), tradition, narrative and narrator, Bettelheim (1980) and the theoretical of the contemporary childish literature like Coelho (2000), Perrotti (1986), Lajollo (1989), Turchi and Silva (2002), Yunes (1989) among others, and in Debord (2002) we took the spectacle s concept, that allowed the reflection about the appropriation of the spectacle s speech in the activity of storytelling of stories. As for the objectives, the analyses showed that most of the interviewed teachers presented a linked discursive formation to the memory, to the significance of the childhood s memories, of a lived past and rebuilt now in their pedagogic practices. About the literature s pedagogic speech it was possible to notice that just a small part of it enrols in this discursive formation and nevertheless it did not seem to be dominant. The analysis of the interviews pointed us that the pedagogic speech on the storytelling of stories does not possess spectacular characteristics, although it appears, but in smaller proportion. The ideological and discursive formation from the majority of the researched teachers is related to the importance given by those to the storytelling of stories as place of the word in the valorisation of the tradition, of the habits, of the knowledge and of the experience acquired by the last generations.


escola cultura memória memory school educacao contador de histórias storytelling of stories culture

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