“Conta mais!”: o desenvolvimento da consciencia histórica e do letramento histórico de educandos nos anos iniciais a partir da metodologia de contação de histórias

Abstract

Understanding the need for a closer connection between the historiographical debate conducted in academia and teaching practices in basic education, this work seeks to establish a theoretical framework to advocate for the enhancement of Historical Consciousness and Historical Literacy through storytelling as a useful and effective pedagogical tool for fostering critical thinking in children in primary education, particularly in the early years. It is increasingly essential to view the classroom as a knowledge-production space that should be valued, without hierarchies, by academia. Thus, schools should be considered as fertile grounds for producing specific knowledge, with their own expertise, directly engaging in dialogue with academic institutions. In this context, the study aims to develop a storytelling methodology designed to foster the continuous development of Historical Consciousness and Historical Literacy, including the creation of a storytelling manual for broader use by educators.