Name: JANNAINA CALIXTO DE LIMA
Publication date: 03/08/2020
Advisor:
Name |
Role |
|---|---|
| VITOR GOMES | Advisor * |
Examining board:
| Name |
Role |
|---|---|
| JAIR RONCHI FILHO | Internal Examiner * |
| VANILDO STIEG | External Examiner * |
| VITOR GOMES | Advisor * |
Summary: This objective study describes phenomenologically the memories, experiences and teaching praxis through reflections, records and particular narratives of the spaces/times in which there is intertwining with the art of storytelling. It seeks to exchange storytelling as a criative and powerful practice in the continuing education of early childhood teachers through the unveiling of the ways of being in their intertwines. In terms of theoretical foundation, it is based on the concepts of phenomenological reduction and intuition of essences by Forghieri (2002), in Rogers empathetic listening (ROGERS; ROSENBERG, 1997) and in the contributions of Benjamins memories and narratives (1984, 1994). To do so, it adopts the method of phenomenological suspension by Gomes (2004, 2015), as well as the existential involvement and reflective distance of Forghieri (2002). It makes use of instruments, such as the field diary, reports of memories and version of meaning showing aspects related to the place of speech, their experiences and contributions to teaching practices. Along this path, the existential phenomenological method seeks to understand, through this phenomenological-eidetic research, the experience of a storyteller. As final considerations, signs that playfulness, through the art of storytelling enhances teaching practices, especially in early childhood education, and favor in teaching-learning processes.
